Culture of Empowerment in a Restructured School.

Autor/in	Blackwood, Jo Lambert
Titel	Culture of Empowerment in a Restructured School.
Quelle	(1993), (215 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Administrator Role; Computer Assisted Instruction; Curriculum Development; Educational Environment; Governance; High Schools; Higher Education; Lecture Method; Qualitative Research; School Based Management; School Culture; School Restructuring; Secondary School Teachers; Teacher Attitudes; Teacher Education; Teacher Role; Team Teaching; Teamwork; West Virginia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Computer based training; Computerunterstützter Unterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; High school; Oberschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Qualitative Forschung; Schulkultur; Schulleben; Schulreformplan; Schulumwandlung; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Lehrerrolle; Teamteaching
Abstract	This dissertation is a qualitative study that explores how three teams of humanities teachers at Capital High School (Charleston, West Virginia) tried to create and sustain an environment in which they could make decisions over curriculum, pedagogy, and school self-governance. The study also examines what empowerment means to the teachers in a setting where it is defined as the democratic involvement of teachers as they have input into decisions which affect them and their students. Various qualitative methods were used including participant observation, interviews, document analysis, and personal narratives. In 1993 Capital High was named a National Exemplary school by the United States Department of Education and in the same year a West Virginia Department of Education Blue Ribbon School. A longitudinal survey of the historical background of the school precedes chapters that describe spatial influences on the curriculum and instruction, altered governance structures, the effects of teaming organizations, and the use of three specific strategies: Writing to Learn, cooperative learning, and computer technologies. The final chapter gives an account of the current school conditions and offers some lessons learned. Appendixes contain a chronology of the school, list of consultants, organizational structure, map of the school, and discussion of methodology. (Contains 102 references.) (Author/JB)
Anmerkungen	UMI, 300 N. Zeeb Rd., Ann Arbor, MI 48106 (order no. 9414060).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC