Graduate Student Research Symposium 2026

This action research self-study investigates the instructional and emotional impacts of transitioning from whole-class explicit instruction to a small group station rotation model in a middle school social studies classroom. Conducted by a teacher accustomed to highly structured, teacher led instruction, the study examines how this pedagogical shift influenced student engagement, collaboration, behavior, and learning outcomes, and the teacher’s classroom management practices, sense of fruitfulness, and professional identity. Using reflective journaling, classroom observations, student feedback, and analysis of student work, this study documents both the anticipated benefits and the unanticipated challenges of small group instruction. Findings reveal increased opportunities for peer interaction and differentiation alongside significant challenges related to classroom disorder, improper student behaviors, time management, and difficulties with scaffolding content effectively within shortened instructional blocks. This study underscores the importance of reflective practice in navigating instructional change and highlights the emotional labor inherent in pedagogical reform.