Administrative Impediments to Reform and Curricular Change in Science/Mathematics for Preservice Teachers.

Autor/in	Hinton, Juliana G.
Titel	Administrative Impediments to Reform and Curricular Change in Science/Mathematics for Preservice Teachers.
Quelle	(1997), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Role; Educational Change; Educational Planning; Elementary Education; Elementary School Teachers; Higher Education; Mathematics Education; Preservice Teacher Education; Science Education; Standards; Teacher Administrator Relationship; Teacher Attitudes; Louisiana + Suchen Sie Ihr Suchwort? Bildungsreform; Bildungsplanung; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathematische Bildung; Lehramtsstudiengang; Lehrerausbildung; Naturwissenschaftliche Bildung; Standard; Lehrerverhalten
Abstract	The Louisiana Collaborative for Excellence in the Preparation of Teachers (LaCEPT) was formed to respond to the National Science Foundation (NSF) proposal to implement changes to improve teacher preparation in science and mathematics. The program was designed to encourage improvement in curriculum and instruction in science and mathematics for preservice teachers by making funds available. This paper focuses on one university and examines factors influencing educational reform. Two departments in the process of making changes were analyzed. Areas examined exemplify possible impediments to systemic change such as administrative leadership, financial support, planning, and dynamic faculty dedicated to change. Data were developed using several data collection strategies. Structured interviews with deans, department chairs, faculty, and students were conducted. Committee meetings and faculty meetings were observed. Interviews were conducted during the planning stage and again during the implementation process. Interviewees were those directly concerned with the implementation of reforms. The key to systemic reform centered on administration, from the department chairman to the president. The talent, dedication, and successful teaching of a few faculty were insufficient for implementing systemic reform. Dynamic faculty are necessary, but administrative leadership, planning, and incentives must be present for the entire faculty to adopt change. Contains 14 references. (PVD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC