Chicago Public School Teachers Opinions of the Reform School Board of Trustees.

Autor/in	Hogueisson, Thomas E.
Titel	Chicago Public School Teachers Opinions of the Reform School Board of Trustees.
Quelle	(1996), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Boards of Education; Curriculum Development; Educational Change; Elementary Education; Elementary School Teachers; Merit Pay; Participative Decision Making; Professional Autonomy; School Restructuring; Surveys; Teacher Attitudes; Urban Schools + Suchen Sie Ihr Suchwort? Schulleistung; Ausschuss; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Leistungszulage; Berufsfreiheit; Schulreformplan; Schulumwandlung; Survey; Umfrage; Befragung; Lehrerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	The Chicago (Illinois) School Reform Act was signed into law in 1988 and the Reform School Board of Trustees was appointed in July 1995. There have been several reports of teachers' opinions about the Reform Act, but the opinions of teachers about the Reform School Board have not been studied. Almost half of teachers have reported at least some positive change in their schools, and only 15% believe that schools have changed for the worse. Research has indicated, however, that the reform has had little actual effect on student achievement. With these research findings as background, an instrument was developed to measure the attitudes of teachers toward the Reform School Board of Trustees. One hundred teachers from six elementary schools were surveyed. Sixty-one percent of these teachers felt that they were not involved with reform since the appointment of the Reform School Board. They were nearly equally divided about student improvement in reading, and only somewhat more positive about achievement in mathematics, with 59% believing improvement has occurred. Teachers were opposed to merit pay (68% to 32%), but they favored the Reform School Board's promise of a return to a system-wide curriculum. Results suggest the necessity of more detailed studies of the progress of the Reform School Board. (Contains 1 table and 12 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC