A study of the instructional decisions and lesson planning strategies of highly effective rural elementary school teachers

Much of the research exploring rural school settings has centered on ways to prepare, recruit, and retain teachers. However, little is known about the instruction provided by these teachers. Using a multiple case study design, we examined the instructional practices of five “expert” teachers from a rural school district in the U.S. Data consisted of a think aloud protocol, lesson plans, teaching observations, and semi-structured interviews. The teachers didn't write elaborate lesson plans or rely heavily on curriculum programs. Instead, teachers utilized teaching strategies, disciplined improvisation, knowledge of their students, learning outcomes, and formal and informal assessment to drive instruction.