Document Type
Dissertation
Date of Award
2025
Degree Name
Doctor of Education (Ded)
Department
Education
First Advisor
Erin Lehmann
Abstract
Researchers have shown that learning walks can serve as a dynamic form of professional development, particularly when aligned with a professional learning community (see Baker & King, 2013; DuFour et al., 2010; Feeney, 2014; Ginsberg et al., 2018; & Steiny, 2009). This study implemented learning walks in a public high school setting to gather teacher perceptions on the use of learning walks, how to refine learning walks, and teachers’ perceptions of instructional strategies explored during learning walks in a Tier 1 setting. Action research was used herein. A total of 18 teachers participated in this study from a rural public school district in a Midwestern state, all of which had four or more years of teaching experience. Data was collected using focus groups, artifacts, and journal prompts. Four themes were constructed: (a) enhancing student engagement and learning; (b) professional dialogue; (c) teacher open-mindedness; and (d) designing and prioritizing. Findings from this study offer insights for school and district leaders to consider. Learning walks promoted teacher open-mindedness and willingness to learn. This open-mindedness and willingness to learn allowed opportunities for future professional growth. Learning walks further allowed teachers opportunities to explore classroom environments and instructional strategies. Participants in this study explored the classroom environment, including the methods teachers used to facilitate learning, such as the lighting and atmosphere, student movement, and classroom management expectations. Participants also explored role-playing, group discussion, grouping strategies, and building on prior knowledge. This study suggests that learning walks can lead to enhanced student engagement and learning through teacher observations of the classroom environment and instructional strategies, increased teacher professional dialogue, more teacher open-mindedness and willingness to learn, and teacher suggestions on how to refine learning walks for future improvement.
Subject Categories
Educational Leadership
Keywords
Action Research Classroom Environment Instructional Strategies Learning Walks Professional Development Professional Dialogue
Number of Pages
110
Publisher
University of South Dakota
Recommended Citation
Bass, Kay, "IMPLEMENTING LEARNING WALKS: AN ACTION RESEARCH STUDY IN A PUBLIC HIGH SCHOOL" (2025). Dissertations and Theses. 328.
https://red.library.usd.edu/diss-thesis/328