An Examination of How Elementary Administrators Help Teachers Change Their Beliefs about Teaching Mathematics and Guide the Process of Reform.

Autor/in	Foley, Jane
Titel	An Examination of How Elementary Administrators Help Teachers Change Their Beliefs about Teaching Mathematics and Guide the Process of Reform.
Quelle	(1993), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Role; Attitude Change; Beliefs; Case Studies; Cooperative Planning; Educational Change; Elementary Education; Interviews; Mathematics Instruction; Mathematics Teachers; Models; Principals; Questionnaires; Teacher Administrator Relationship; Teacher Role + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Belief; Glaube; Case study; Fallstudie; Case Study; Bildungsreform; Elementarunterricht; Interviewing; Interviewtechnik; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Analogiemodell; Principal; Schulleiter; Fragebogen; Lehrerrolle
Abstract	Previous studies have examined the day-to-day behavior of principals in an attempt to identify specific, concrete behaviors that help teachers in their efforts toward improvement. But, there is still a gap in knowledge about principal interventions during the period in which decisions are made about prospective changes and reform, and plans for change are discussed, designed, and developed. To investigate this question, a study was conducted in select elementary schools that were identified as sites where teachers and principals had collaborated to accomplish improvements in their mathematics programs. At each elementary school, questionnaires were completed by the principal and one teacher who was actively involved in the change process, and two of the schools were chosen for on-site visits. The items on the questionnaire and in the on-site interviews focused on four domains: (1) principals' roles and actions, (2) the events of the change process, (3) teachers' roles in the change process, and (4) contextual factors contributing to change. The Model for Successful Change, a conceptual framework consisting of the four domains, was developed. Three major implications emerged from the study: (1) The role of the principal in the change process is crucial; (2) Even traditional teachers are willing to change their teaching methods and beliefs when empowered to make the decisions that impact their classrooms; and (3) A collaborative planning structure is successful. Contains 14 references. (MKR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC