Developing Research-Based Solutions to Problems of Practice
Analysis of Key Findings
Research Study One
Torres, Tackett, and Arrastía-Chisholm (2023) conducted a quantitative pretest-posttest
experimental design study examining whether case-based learning improved preservice teachers'
knowledge of accommodations for English Language Learners and increased teacher
self-efficacy. The purpose of the study was to determine whether authentic classroom case
studies could improve teachers' confidence and preparedness for serving multilingual learners.
The study was grounded in teacher self-efficacy theory and experiential learning theory
emphasizing that authentic instructional experiences strengthen teachers' confidence and
instructional decision-making. The theoretical frameworks posit that learning rooted in realistic
classroom scenarios enhances both knowledge acquisition and confidence in applying that
knowledge. The primary research questions investigated whether participation in case-study
learning activities increased participants' confidence in supporting English learners and whether
,the intervention improved teachers' ability to identify and implement effective instructional
accommodations.
Data was collected using pre- and post-intervention surveys measuring teacher
self-efficacy related to ELL instruction and perceived instructional competence in identifying
appropriate accommodations. Statistical analyses compared participants' responses before and
after the intervention using paired t-tests and descriptive statistics to determine the magnitude of
change.
The researchers found statistically significant improvements in teacher confidence and
participants' ability to identify effective accommodations for English learners (Torres et al.,
2023). Teachers reported greater confidence in their capacity to support multilingual learners and
demonstrated increased ability to match specific student needs with appropriate instructional
strategies. Teachers also reported greater confidence in transferring instructional theory into
classroom practice, suggesting that case-based learning created meaningful connections between
theoretical knowledge and practical application.
Research Study Two
Codina and Robinson (2024) conducted a qualitative action research study investigating
the effectiveness of action research as a model for continuing professional development within
inclusive education settings. The purpose of the study was to determine whether participation in
action research enhanced teachers' reflective practice, instructional effectiveness, and
commitment to inclusive education.
, The conceptual framework emphasized reflective practice, collaborative inquiry, and
teacher professional agency as mechanisms for improving instructional practice. This framework
positions teachers as active agents in their own professional learning, capable of systematically
investigating their instructional challenges and refining practices through structured inquiry
cycles. The research questions explored how teachers experienced action research participation
and how engagement influenced their instructional decision-making, collaborative relationships,
and implementation of inclusive teaching practices.
Data was collected through teacher reflections, collaborative discussions, classroom
observations, and qualitative analyses of participants' experiences throughout the professional
development process. The researchers employed thematic analysis to identify patterns in how
teachers described their learning, collaboration, and instructional changes.
Results indicated that action research strengthened teachers' reflective thinking, increased
confidence in addressing inclusive education challenges, promoted collaborative
problem-solving among colleagues, and improved implementation of evidence-based inclusive
instructional practices (Codina & Robinson, 2024). Teachers reported that the systematic inquiry
process helped them move beyond surface-level solutions to develop deeper understanding of
student needs and more responsive instructional approaches. The collaborative component
fostered shared responsibility for inclusive education and created professional learning
communities in which teachers felt supported in addressing complex instructional challenges.
Similarities Between the Studies
Although the studies employed different methodologies, several important similarities
emerged that strengthen the evidence base for professional development approaches. Both
Analysis of Key Findings
Research Study One
Torres, Tackett, and Arrastía-Chisholm (2023) conducted a quantitative pretest-posttest
experimental design study examining whether case-based learning improved preservice teachers'
knowledge of accommodations for English Language Learners and increased teacher
self-efficacy. The purpose of the study was to determine whether authentic classroom case
studies could improve teachers' confidence and preparedness for serving multilingual learners.
The study was grounded in teacher self-efficacy theory and experiential learning theory
emphasizing that authentic instructional experiences strengthen teachers' confidence and
instructional decision-making. The theoretical frameworks posit that learning rooted in realistic
classroom scenarios enhances both knowledge acquisition and confidence in applying that
knowledge. The primary research questions investigated whether participation in case-study
learning activities increased participants' confidence in supporting English learners and whether
,the intervention improved teachers' ability to identify and implement effective instructional
accommodations.
Data was collected using pre- and post-intervention surveys measuring teacher
self-efficacy related to ELL instruction and perceived instructional competence in identifying
appropriate accommodations. Statistical analyses compared participants' responses before and
after the intervention using paired t-tests and descriptive statistics to determine the magnitude of
change.
The researchers found statistically significant improvements in teacher confidence and
participants' ability to identify effective accommodations for English learners (Torres et al.,
2023). Teachers reported greater confidence in their capacity to support multilingual learners and
demonstrated increased ability to match specific student needs with appropriate instructional
strategies. Teachers also reported greater confidence in transferring instructional theory into
classroom practice, suggesting that case-based learning created meaningful connections between
theoretical knowledge and practical application.
Research Study Two
Codina and Robinson (2024) conducted a qualitative action research study investigating
the effectiveness of action research as a model for continuing professional development within
inclusive education settings. The purpose of the study was to determine whether participation in
action research enhanced teachers' reflective practice, instructional effectiveness, and
commitment to inclusive education.
, The conceptual framework emphasized reflective practice, collaborative inquiry, and
teacher professional agency as mechanisms for improving instructional practice. This framework
positions teachers as active agents in their own professional learning, capable of systematically
investigating their instructional challenges and refining practices through structured inquiry
cycles. The research questions explored how teachers experienced action research participation
and how engagement influenced their instructional decision-making, collaborative relationships,
and implementation of inclusive teaching practices.
Data was collected through teacher reflections, collaborative discussions, classroom
observations, and qualitative analyses of participants' experiences throughout the professional
development process. The researchers employed thematic analysis to identify patterns in how
teachers described their learning, collaboration, and instructional changes.
Results indicated that action research strengthened teachers' reflective thinking, increased
confidence in addressing inclusive education challenges, promoted collaborative
problem-solving among colleagues, and improved implementation of evidence-based inclusive
instructional practices (Codina & Robinson, 2024). Teachers reported that the systematic inquiry
process helped them move beyond surface-level solutions to develop deeper understanding of
student needs and more responsive instructional approaches. The collaborative component
fostered shared responsibility for inclusive education and created professional learning
communities in which teachers felt supported in addressing complex instructional challenges.
Similarities Between the Studies
Although the studies employed different methodologies, several important similarities
emerged that strengthen the evidence base for professional development approaches. Both
