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Principals' use of classroom walkthrough observations to improve instruction: A grounded theory
The purpose of this grounded theory study was to generate a theory that explains the process of improving instruction in Nebraska public schools through the use of classroom walkthroughs. Classroom walkthroughs are brief, frequent, and unannounced observations conducted by building principals and other instructional leaders. Five Nebraska public school principals were invited to participate in taped interviews. Snowball and chain sampling was used to select additional teacher participants for interviews. Through these interviews conceptual labels were assigned, a core category (phenomenon) identified, and a theoretical model developed describing: (a) causal conditions that influence the phenomenon, (b) strategies that result from the phenomenon, (c) the contexts that influence the process, (d) the intervening conditions that influence the process, and (e) the consequences of the strategies when employed. Each category, along with its subcategories, is described using participant quotes, and a descriptive narrative is provided to illustrate the theory.^
Kubicek, Mitchell R, "Principals' use of classroom walkthrough observations to improve instruction: A grounded theory" (2015). ETD collection for University of Nebraska - Lincoln. AAI3686952.