Abstract Title
The Relationship Between the Types of Resources Teachers Use to Develop Lesson Plans and Teacher Characteristics
Additional Funding Sources
The research described was supported by Boise State University.
Abstract
It is essential that K-6 classroom teachers understand evidence-based practices and where to obtain information in order to implement those practices. Carpenter and colleagues (2018) found that 48.25% of elementary teachers reported consulting Pinterest for teaching and learning resources on a weekly or daily basis, and 23.38% of teachers reported consulting Pinterest on at least a monthly basis. These results highlight that almost half of K-6 teachers are using Pinterest to support their instructional practices in the classroom, yet, using Pinterest is not an evidence-based practice. To further research in this area, we conducted a survey to determine where teachers get their instructional materials. This study involves K-6 general and special education teachers across the country. The survey asked teachers to self-report information regarding: What resource do you use most often to obtain information for creating lessons? How confident are you in using explicit and systematic instruction? Total, 105 teachers responded to the survey representing 13 states. The results of this study indicated variable results related to teachers' confidence in using explicit and systematic instruction across state and highest degree earned. The results also reported that no teachers used Pinterest as their main resource for developing lessons; however, most teachers reported using Teachers Pay Teachers.
The Relationship Between the Types of Resources Teachers Use to Develop Lesson Plans and Teacher Characteristics
It is essential that K-6 classroom teachers understand evidence-based practices and where to obtain information in order to implement those practices. Carpenter and colleagues (2018) found that 48.25% of elementary teachers reported consulting Pinterest for teaching and learning resources on a weekly or daily basis, and 23.38% of teachers reported consulting Pinterest on at least a monthly basis. These results highlight that almost half of K-6 teachers are using Pinterest to support their instructional practices in the classroom, yet, using Pinterest is not an evidence-based practice. To further research in this area, we conducted a survey to determine where teachers get their instructional materials. This study involves K-6 general and special education teachers across the country. The survey asked teachers to self-report information regarding: What resource do you use most often to obtain information for creating lessons? How confident are you in using explicit and systematic instruction? Total, 105 teachers responded to the survey representing 13 states. The results of this study indicated variable results related to teachers' confidence in using explicit and systematic instruction across state and highest degree earned. The results also reported that no teachers used Pinterest as their main resource for developing lessons; however, most teachers reported using Teachers Pay Teachers.