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Research Critique: Qualitative
“Decision-Making Practices of Experienced Upper Elementary Teachers during Small Group
Instruction to Support English Learners” by Ardasheva et al. (2019) is a case study that wants to
examine the purpose of small group instruction across different content areas. This qualitative
research critique will provide a summary and critique of Ardasheva et al. (2019) study. In the
final paragraph of this critique, insight will be given based on my professional experience related
Ardasheva et al. (2019) case study.
Summary
Teacher’s purpose for conducting small group instruction across different content areas is
the focus of this case study. Experienced teachers are the subjects of this qualitative study.
Purpose
Ardasheva et al. (2019) purpose for conducting this case study was to examine
experienced teachers’ purpose for including small group instruction across different content
areas. Ardasheva et al. (2019) first intention was to figure out what went into play when teachers
made decisions about grouping students for small group instruction, and how do teachers go
about setting a purpose for the small group instruction that they conduct in their classrooms.
Ardasheva et al. (2019) felt that by examining teachers’ decision-making practices for small
group instruction purpose and grouping, it would provide an in-depth explanation of teachers
thought process when making decisions about students groups and setting a purpose for small
group instruction across content areas.
Participants/Sample
Four Pacific Northwest school districts with five elementary teachers that worked in the
upper grades were the participants of this case study (Ardasheva et al. 2019). A minimum of
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three years teaching experience was a requirement for the teachers to participate in the case
study (Ardasheva et al. 2019). Another requirement for the participants of this was that they had
to teach upper elementary students in grades 4 and 5, the teachers also had to conduct small
group instruction in their classes as part of the requirements (Ardasheva et al. 2019). Working
with students with varying English language proficiency levels was also a requirement
(Ardasheva et al. 2019).
Research Design
A case study design method was used in Ardasheva et al. (2019) study. Using the case
study design method allowed Ardasheva et al. (2019) to answer what goes into play when
teachers make decisions about grouping students for small group instruction across content
areas and what decisions goes into play when teachers set a purpose for small group instruction
in their classes.
Method of Data Collection
Structured and informal interviews, artifacts, observation field notes, and audiotaped
observations was the method Ardasheva et al. (2019) used to collect data in their case study.
Structured and informal interviews were conducted on the teachers twice in the data collection
stage, to collect data about their experience and to ask questions about small group instruction
approaches (Ardasheva et al. 2019). Researchers in Ardasheva et al. (2019) study paired with a
teacher to observe and collect student artifacts from small group instruction. In Ardasheva et al.
(2019) case study they collected data over a six-month period during the second half of the
school year to answer the research questions at the forefront of this study.
Method of Analysis
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Ardasheva et al. (2019) analysis of the data revealed themes from the data they collected
from the teachers in the case study. Transcription of the interviews and audiotapes collected from
the case study allowed Ardasheva et al. (2019) to identify themes. The process for identifying
themes was conducted many times until all the researchers agree on the two themes that
continued to emerge with the collected data (Ardasheva et al. 2019).
Results
The analysis of the data collected in Ardasheva et al. (2019) case study revealed two themes:
organization fluidity and focal fluidity. Organizational fluidity according to Ardasheva et al. (2019)
occurred when teachers used their knowledge of the student, task, subject area, and classroom
to make decisions about the small group instruction in their classroom. Focal fluidity is the
second theme revealed Ardasheva et al. (2019) case study. Focal fluidity is when teachers made
decisions on the purpose of the small group instruction by using students’ needs and the
teachers’ instructional goals as the deciding factor on focus of the small group instruction
(Ardasheva et al. 2019).
Critical Analysis
Further Research
Park and Datnow (2017) says that the research done in Ardasheva et al. (2019) case study
contributes to a limited amount of research on teachers’ decision making in forming small groups
and setting a purpose for small group instruction. A comprehensive look at small group
instruction research is still needed so that beginning and veteran teachers’ practices can be
examined (Ardasheva et al. 2019). nee
Threats to Validity/Undocumented Bias
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Documented and undocumented bias were not revealed in Ardasheva et al. (2019) study,
so the threat to the validity of the case study is not valid. Park and Datnow (2017) did mention
that the teachers in this study had a differentiated instruction mindset based on the themes that
arose in the case study. Having flexibility in how groups are formed and differentiated
according to Park and Datnow (2017) is considered ability and skills-based groupings,
something that they say the teachers did not do in Ardasheva et al. (2019) study.
Original Insight/Criticism
Ardasheva et al. (2019) did a great job providing quality examples throughout the study
that showcase the participants in the study decision-making practices regrading small group
instruction. For example, content learning experiences and language acquisition gains can occur
for students that participate in small group instruction (Ardasheva et al. 2019).
Implications of Findings
Teachers, coaches, and professional development providers can use Ardasheva et al.
(2019) study to address decision making that is used in grouping and setting a purpose from
small group instruction. For example, teachers, coaches, and school leaders can examine their
own decision-making practices when grouping students to see how it aligns with Ardasheva et
al. (2019) study, as well as use the examples provided on how small group instruction can be set
up across content areas.
Discussion
I incorporate small group instruction inside my classroom. By incorporating small group
instruction, I have noticed that some students in my reading small groups seem to retain
information better than when in whole group settings. This research critique has provided me
with insight into the decision-making practices of teachers when grouping students and the
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purpose of the small group instruction they provide to students across content areas. This
research will help me in the new school year when I group my new students into small groups, as
well as giving me ideas on how to set a purpose for the small group instruction. As stated in
Leviticus 19:15 “Judge your neighbor fairly,” this principle should be applied to students when
they are grouped. Whether a teacher is grouping on ability level or using other methods to group
students he/she should “judge the students fairly” (New International Bible, 1769/2024).
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References
Ardasheva, Y., Newcomer, S. N., Ernst-Slavit, G., Morrison, S. J., Morrison, J. A., Carbonneau,
K. J., & Lightner, L. K. (2019). Decision-Making Practices of Experienced Upper
Elementary Teachers during Small Group Instruction to Support English Learners. The
Elementary School Journal., 120(1), 88–108. https://doi.org/10.1086/704392
New International Bible. (2024). NIV Online. https://www.bible.com/search/bible?
query=Leviticus%2019%3A15 (Original work published 1769)
Park, V., & Datnow, A. (2017). Ability grouping and differentiated instruction in an era of data-
driven decision making. American Journal of Education, 123(2), 281-306.
https://doi.org/10.1086/689930
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