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Teachers’ Experiences Of Change From Traditional Teaching Methods To Active Participatory Learning Approaches Within The Alabama P-3 Pilot Program: A Case Study, Shushan Vardanyan

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This case study explored teachers’ experiences with the implementation of the Alabama P-3 initiative to move away from traditional teaching methods to active participatory learning (APL) approaches. Semi-structured interviews were conducted with nine teachers from four schools who taught kindergarten (K), first, or second grade. The data were analyzed through comparison of K and primary (P) teachers’ experiences of the implementation of the initiative using Lewin’s (1951) change theory as an a priori theory. The data were organized into two a priori themes: the process of change and forces influencing the change. The process of change theme was presented in …