Literaturnachweis - Detailanzeige
| Autor/inn/en | Hashimoto, Fumie K.; Abbott, David E. |
|---|---|
| Titel | Conflicts in School Restructuring: A Case Study of Timberline High School. |
| Quelle | (1996), (20 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Conflict; Educational Change; English (Second Language); High Risk Students; High Schools; Limited English Speaking; Resistance to Change; School Restructuring; Second Language Instruction; Teacher Influence; Teacher Role |
| Abstract | Conflict involved in school restructuring is natural and can be beneficial. This paper presents findings of a study that examined conflict between "insiders" and "insider out-groups" within a high school in northeastern Washington State. The high school, located in an urban, low-to-middle income, working-class neighborhood, served a high-risk student population. Sixty percent of the students qualified for the free- or reduced-lunch program; 22 percent of the students were ethnic minorities. Data were derived from observations and interviews with 5 foreign language teachers and 2 English-Second-Language (ESL) teachers. The faculty members reported the following conflicts: uncertainty about the effect of restructuring on the philosophy and content of each department's programs; fear of unemployment; resentment about faculty division of responsibility; and conflict between the in-group (vocational education faculty) and the out-group (ESL and foreign language faculty). Despite their dissension, faculty viewed restructuring as necessary. An implication is that the perception of belonging to an "out-group" may prevent some teachers from participating in school change. (LMI) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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