Investigating the Effects of Multiple Changes on the Transitioning Teacher.

Autor/in	Schweiker-Marra, Karyn E.
Titel	Investigating the Effects of Multiple Changes on the Transitioning Teacher.
Quelle	(1997), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attitude Change; Case Studies; Educational Change; Elementary Education; Elementary School Teachers; Instructional Program Divisions; Resistance to Change; Teacher Attitudes; Teacher Influence; Teacher Transfer; Teaching Conditions; Whole Language Approach + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Case study; Fallstudie; Case Study; Bildungsreform; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Lehrerversetzung; Lehrbedingungen; Unterrichtsbedingungen; Integrierter Sprachunterricht
Abstract	This paper reports on a study to determine whether a change in organizational environment (relocation or shifting grade levels) affected teachers' ability to sustain their adopted philosophical and/or instructional practices. Study participants were drawn from two schools whose faculties were engaged in transition to a whole language curriculum. Data gathered from the nine participants, through interviews, teacher lesson plans, and classroom observations established the extent of the teachers transition and the effects of transfers upon their change over the course of the study. The four participating teachers who remained at the same school and at the same grade level continued in their gradual transition to a whole language curriculum. The five remaining teachers transferred to another teaching level, another school, or both. Those who made a single transfer tended to maintain their level of transition, while those undergoing several transfers experienced a temporary negative effect. Study findings suggest that multiple changes during a transition could lead to a temporary regression in the major change. The findings may also imply that teachers might remain at either the same school or the same grade level during a transition to a new curriculum. (Contains 19 references.) (ND)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC