1. Brian Trapani Qualitative Research: Method and Analysis EDU 7900 Dr. A. Smith

2. Problem Statement Research in cognitive psychology, instructional initiatives, and academic achievement has validated that educating for meaning and understanding through transfer will enhance student achievement (McTighe, and Seif, 2003). Student ability to participate in transfer activities, existing pedagogical initiatives, and district approach toward professional development are current barriers to educating for meaning and understanding through transfer (Lightner, Benander, and Kramer, 2008).

3. How do we know that educating for meaning and understanding will enhance student achievement? Student ability to participate in transfer activities, existing pedagogical initiatives, and district approach toward professional development Achievement Research Japan- high achieving- conceptual understanding (Stigler and Hiebert, 1999) Instruction Research Meaning based reading strategies “word and world knowledge” (E.D. Hirsch Jr., 2003) Cognitive Psychology “Usable Knowledge” (Bransford, Brown, and Cocking, 2000)

4. My Research Questions:What leadership behaviors foster the learning of students?How does each principal perceive the impact of goal setting on student learning?How do principals set goals?How does goal setting impact teacher’s actions in the classroom?How does goal setting influence school setting and conditions?How do these goals ultimately affect students learning?

5. Why is it worth investigating? Research Questions: A summary of the pasty thirty years of research in learning and cognition supports the importance of learning with understanding (Bransford, Brown and Cocking, 2000, p.8). One avenue of this research explored the differences between novices and experts in various fields. Psychologists learned that experts have more than a large body of information- they actually think differently from novices. “Usable knowledge is not the same as a mere list of disconnected facts” (p. 9); “…expertise requires well-organized knowledge of concepts, principles, and procedures of inquiry” (p. 239). The research suggests that students, in order to become knowledgeable and competent in a field of study, should not only develop a solid foundation of factual knowledge but also develop a conceptual framework of concepts and ideas that facilitates meaningful learning (McTighe and Seif, 2003) • How do we know that educating for meaning and understanding will enhance student achievement? • What does the research suggest for classroom application? • How will we measure causality between student achievement and student learning? • How will students’ perceptions and life experiences impact their ability to transfer? • What professional development initiatives will allow for the evaluation an revision of curriculum to ensure that educating for meaning and understanding, through transfer, is prioritized?

6. Who would benefit from this study? Methodology: • ASSISTANT SUPERINTENDENTS FOR CURRICULUM AND INSTRUCTION • BUILDING LEVEL AND DISTRICT ADMINISTRATORS • TEACHERS • COLLEGES/ UNIVERSITIES and EMPLOYERS • STUDENTS • Survey of district professional development plan and effectiveness. • Interviews with assistant superintendents and teachers regarding district professional development plan. • Case study of teachers collaborating to create pedagogical experiences which encourage students to demonstrate understanding. • Action research through collaborative and instructional settings. • Interviews with students regarding impact life history had on ability to transfer. • Phenomenological studies of students learning and not learning. • Life history and educational/career arc. • Phenomenological impact of practitioner research to determine the impact of planned educational change.