Strategy-based Adaptive Instruction in Content-area Classes

Abstract

The differences of 13 content-area teachers' perceptions of familiarity, value, use, assistance needed to routinely implement, and reasonableness of being expected to routfnely implement six cognitive strategy-based adaptive teaching procedures for facilitating mastery of content subject-matter were investigated using quantitative and qualitative methods. Subjects were systematically trained in each procedure, and they implemented each procedure in their content-area classrooms. Quantitative data were collected using a forced-choice Likert instrument and analyzed using a series of repeated measures one-way analyses of variance and Duncan's multiple range a posteriori contrasts. Teachers were significantly more familiar with procedures for strategically enhancing material via organizational and mnemonic devices than with metacognitive-oriented instructional techniques (p < .02), but they valued the metacognitive-oriented techniques significantly more than mnemonic devices. No differences were found among the six options on measures of use, assistance needed, and reasonableness to be expected to routinely employ the procedures. Results also showed that teachers placed high value on all six options, and they reported frequent use of these options. They also reported that it is reasonable to be expected to routinely employ these adaptive teaching procedures. Qualitative data were gathered via a structured interview format requiring oral and written responses. These responses clarified the quantitative data. Results are discussed in terms of the social validity of the adaptive teaching procedures, implications for teacher-trainers and consultants, and future research.