Teacher Empowerment and School Reform

Autor/inn/en	Thornburg, Devin G.; Mungai, Anne
Titel	Teacher Empowerment and School Reform
Quelle	In: Journal of Ethnographic & Qualitative Research, 5 (2011) 4, S.205-217 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-3308
Schlagwörter	Teacher Empowerment; School Restructuring; Educational Change; Educational Improvement; Beliefs; Teacher Attitudes; Teacher Collaboration; Professional Development; Interviews; Elementary Secondary Education; Performance Factors; Resistance to Change; Elementary School Teachers; Secondary School Teachers; Qualitative Research; New York + Suchen Sie Ihr Suchwort? Schulreformplan; Schulumwandlung; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Belief; Glaube; Lehrerverhalten; Lehrerkooperation; Interviewing; Interviewtechnik; Leistungsindikator; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Qualitative Forschung
Abstract	Teachers in high-needs settings working with diverse populations are typically cited as a central element for school improvement yet are often described as resistant to such efforts. We sought to investigate the reasons behind teachers' views and beliefs about school reform within the context of collaboration and professional development, rather than assuming that the primary motive was resistance to change. We interviewed 42 elementary and secondary teachers in 5 New York districts, thematically analyzed their responses, and then had the content corroborated by the teachers during subsequent planning. Themes included time/role constraints, lack of consistency in leadership, conflicts between accountability and student needs, challenges in teaching diverse populations, lack of student choice within the reforms, teacher isolation, repeating previously tried strategies, and the impact of political/economic forces on the reform effort. Teacher empowerment, rather than teacher resistance, framed our interpretation of the results. (Contains 3 tables.) (As Provided).
Anmerkungen	Cedarville University. 251 North Main Street, Cedarville, OH 45314. Tel: 937-766-3242; Fax: 937-766-7971; e-mail: jeqr@comcast.net; Web site: http://www.cedarville.edu/jeqr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10