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An Investigation of the Interaction of Beliefs and Behaviors in the Classroom Utah State University DigitalCommons@USU All Graduate Theses and Dissertations Graduate Studies 5-2014 An Investigation of the Interaction of Beliefs and Behaviors in the Classroom JenneLyn Talbot Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/etd Part of the Education Commons Recommended Citation Talbot, JenneLyn, "An Investigation of the Interaction of Beliefs and Behaviors in the Classroom" (2014). All Graduate Theses and Dissertations. 4017. https://digitalcommons.usu.edu/etd/4017 This Dissertation is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Theses and Dissertations by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. AN INVESTIGATION OF THE INTERACTION OF BELIEFS AND BEHAVIORS IN THE CLASSROOM by JenneLyn Talbot A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY in Education Approved: J. Spencer Clark, Ph.D. Todd Campbell, Ph.D. Major Professor Committee Member Joseph Matthews, Ed.D Deborah Byrnes, Ph.D. Committee Member Committee Member Susan Turner, Ph.D. Mark R. McLellan, Ph.D. Committee Member Vice President for Research and Dean of the School of Graduate Studies UTAH STATE UNIVERSITY Logan, Utah 2014 ii Copyright © 2014 JenneLyn Talbot All rights reserved iii ABSTRACT An Investigation of the Interaction of Beliefs and Behaviors in the Classroom by JenneLyn Talbot, Doctor of Philosophy Utah State University, 2014 Major Professor: J. Spencer Clark, Ph.D. Department: School of Teacher Education and Leadership Previous researchers state connections exist between teacher beliefs and behaviors. However, broad, general constructs collected through surveys and observations lacked clarity and explanatory power between connected or disparate beliefs. This research examined teacher beliefs from researcher Speer’s “collection of beliefs” perspective that acknowledged a multitude of beliefs coalesce together to shape behaviors. This study utilized qualitative research methods, including interviews and classroom observations, to examine a teacher’s navigation through a variety of situations and gain understanding on beliefs and behaviors. Based on the methods employed, three findings emerge about the nature of beliefs. First, past experiences influence beliefs. In particular, the subject’s nontraditional background influenced her experiences and behaviors in the class. Second, beliefs manifest themselves as multidimensional as clusters of beliefs interacting with varying levels of strengths and dominance. Finally, within reforms, dominant beliefs emerge influential when the individual experiences iv disequilibrium. When generalizing the results, broad categories of beliefs failed to provide insight into connections between beliefs and behaviors. Instead, small-grained analysis and the construct “collection of beliefs” provided a useful unit of analysis in understanding the nature between beliefs and behaviors. Analysis of consistent and inconsistent behaviors provided greater understanding into specific behaviors and trends. Instead of extending the findings beyond this teacher, emphasis remained on the ability to gain understanding on the influence of beliefs on praxis of a single teacher, as well as how beliefs supported or competed in the teacher’s instruction. (168 pages) v PUBLIC ABSTRACT An Investigation of the Interaction of Beliefs and Behaviors in the Classroom by JenneLyn Talbot, Doctor of Philosophy Utah State University, 2014 This project emerged from previous research on beliefs, influences on behaviors, and beliefs interaction with reform. Previous research stated connections existed between teacher beliefs and teacher behaviors but criticized the use of broad, general constructs and traditional methodologies. This study challenged the portrayal of beliefs as isolated and static and attempted to understand connections between beliefs and behaviors. Utilizing qualitative methodologies, this study investigated the following research questions. 1. What insight can be gained on the nature of beliefs through analysis of consistent and inconsistent behaviors? 2. How do teacher’s beliefs interact with behaviors? This research adopted a methodology that connected interviews and instructional episodes as the informative data. The power of the examination of beliefs focused on (a) the teacher’s beliefs, (b) actual practices, and (c) the connections between beliefs and observed behaviors. A more accurate collection of beliefs provided an understanding on how these beliefs actualized in practice. This allowed for an in-depth analysis of the vi interaction of beliefs and behaviors that provided more explanatory power of the relationship, often lacking in other studies. Specifically, findings demonstrated that the beliefs emerge from previous experience, interact with each other, and influence the behaviors of the teacher. vii ACKNOWLEDGMENTS So many teachers influenced my life. From grade school to my graduate work, I must thank all the teachers who took time to engage and challenge me to become better than I even thought I could become. I must thank my chair, Dr. Spencer Clark, and my committee members. Each of you helped my research develop and grow into the final product. I was incredibly blessed with an amazing family who, without question, supported me. Early on, my parents showed the value of education and made sure I had everything I could ever desire to further my education. I always had their full support. Thank you! To my boys, even though so little, I felt so much love from you. I always hope you have the ability to obtain whatever you desire. To my husband, you sacrificed so much time, energy, and money to support my desires of furthering my education. You were my number one fan and always believed I could accomplish this. Now it is time for you and me to enjoy our labors! You are the love of my life and I love you more every day. Words cannot express enough what you mean to me! JenneLyn Talbot viii CONTENTS Page ABSTRACT ................................................................................................................... iii PUBLIC ABSTRACT ................................................................................................... v ACKNOWLEDGMENTS ............................................................................................. vii LIST OF TABLES ......................................................................................................... x LIST OF FIGURES ....................................................................................................... xi CHAPTER I. INTRODUCTION ....................................................................................... 1 Background and Origin of Research Questions ........................................... 1 Rationale for Study ...................................................................................... 6 Purpose of the Study .................................................................................... 7 Definitional and Operational Terms ............................................................ 9 Overview of Subsequent Chapters ............................................................... 11 II. LITERATURE REVIEW ............................................................................ 15 Introduction .................................................................................................. 15 Nature of Beliefs .......................................................................................... 17 Influence of Beliefs in Preservice and Inservice Teachers .......................... 29 Implications for Further Research ............................................................... 37 Theoretical Framework ................................................................................ 38 III. METHODOLOGY ...................................................................................... 41 Problem Statement ....................................................................................... 41 Study Design ................................................................................................ 42 Sample Selection .......................................................................................... 44 Data Collection ............................................................................................ 47 Data Analysis ............................................................................................... 59 My Positionality ........................................................................................... 65 Validity ........................................................................................................ 66 Limitation of the Study ................................................................................ 67 ix Page IV. BELIEF RESULTS ...................................................................................... 69 Belief Summary ........................................................................................... 69 Belief Profiles .............................................................................................. 70 Analysis of Belief Profile............................................................................. 84 V. BEHAVIOR RESULTS............................................................................... 94 Behavior
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