{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/78474"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/78474","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Understanding adaptive teaching expertise in an elementary classroom viewed as a complex adaptive system","abstract":"DSpace SAF Submission Ingestion Package generated from Vireo submission #8061 on 2015-07-22 at 10:33:27","abstract_html":"DSpace SAF Submission Ingestion Package generated from Vireo submission #8061 on 2015-07-22 at 10:33:27","abstract_has_math":false,"creators":["Insana, Lindsay Anne E"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Parsons, Marilyn","Higgins, Chris","Roegee, Chris","Sutton, Brad"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-07-22T22:17:31Z","date_published":"2015-07-22T22:17:31Z","updated_at":"2026-07-22T22:26:11Z","subjects":["complexity theory","adaptive teaching"],"languages":["en"],"rights":["Copyright 2015 Lindsay Anne Insana"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/78474","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Parsons, Marilyn","Higgins, Chris","Roegee, Chris","Sutton, Brad"]},{"key":"dc:creator","label":"Author","values":["Insana, Lindsay Anne E"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-07-22T22:17:31Z","2015-05","2015-04-24","2015-5"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["complexity theory","adaptive teaching"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2015 Lindsay Anne Insana"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/78474"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["DSpace SAF Submission Ingestion Package generated from Vireo submission #8061 on 2015-07-22 at 10:33:27","Made available in DSpace on 2015-07-22T22:17:31Z (GMT). No. of bitstreams: 2 INSANA-DISSERTATION-2015.pdf: 712361 bytes, checksum: 7ee4588c8a1f673f321f63b0dc2eed81 (MD5) LICENSE.txt: 4216 bytes, checksum: 3c7431edf0771a344df4dbe9ead96282 (MD5) Previous issue date: 2015-04-24","This study explored adaptive teaching expertise in an elementary classroom viewed as a complex adaptive system. Adaptive teaching is a concept that has been studied; however, using complexity theory to frame how and why teachers make the decisions they do provides a unique lens to interpret teachers’ decision-making in the classroom. The following research questions were examined: (a) What are examples of adaptive teaching expertise in an elementary classroom viewed as a complex adaptive system? (b) What kinds of decisions did the teacher make in response to student needs and the complex environment of the classroom? This study used a qualitative research design. A case study was conducted to study the adaptive teaching of a second-grade elementary teacher and her students. Data collection methods included participant observations and in-depth follow-up interviews. Data were coded and analyzed using cross-case analysis, situational analysis, and were represented visually in screencasts. The findings indicated that (a) successful adaptation occurred when the teacher recognized the unpredictability of the classroom situations, and understood that the classroom was comprised of working parts that required responding in ways that adapted to students’ social and academic choices, needs, and interests, and (b) there was a the link between proficiency in teaching content with the teacher’s confidence level, and (c) the choice with whom to engage, as well as maintaining engagement throughout the situation, was important when facilitating an adaptive situation. 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A case study was conducted to study the adaptive teaching of a second-grade elementary teacher and her students. Data collection methods included participant observations and in-depth follow-up interviews. Data were coded and analyzed using cross-case analysis, situational analysis, and were represented visually in screencasts. The findings indicated that (a) successful adaptation occurred when the teacher recognized the unpredictability of the classroom situations, and understood that the classroom was comprised of working parts that required responding in ways that adapted to students’ social and academic choices, needs, and interests, and (b) there was a the link between proficiency in teaching content with the teacher’s confidence level, and (c) the choice with whom to engage, as well as maintaining engagement throughout the situation, was important when facilitating an adaptive situation. Examples of the tensions between what the participant believed was best for her students and how the district would like her to teach are described in detail.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2015-07-22 without embargo terms","The student, Lindsay Anne Insana, accepted the attached license on 2015-04-23 at 14:32.","The student, Lindsay Anne Insana, submitted this Dissertation for approval on 2015-04-23 at 14:38.","This Dissertation was approved for publication on 2015-04-24 at 10:42."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/78474"],"dc:language":["en"],"dc:rights":["Copyright 2015 Lindsay Anne Insana"],"dc:subject":["complexity theory","adaptive teaching"],"dc:title":["Understanding adaptive teaching expertise in an elementary classroom viewed as a complex adaptive system"],"dc:type":["text"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:11Z"}