Micropolitical Negotiations within School Reform

Autor/in	Skelton, Jane
Titel	Micropolitical Negotiations within School Reform
Quelle	(2010), (186 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Boston College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1241-8670-2
Schlagwörter	Hochschulschrift; Dissertation; School Restructuring; Ideology; Discourse Analysis; Educational Change; Change Strategies; Organizational Change; Organizational Climate; Organizational Culture; Political Influences; Politics of Education; Observation; Interviews; Coaching (Performance); Collegiality; Barriers; Performance Factors; Case Studies; Middle Schools; Group Dynamics; Educational Policy; Policy Formation; Program Implementation; United States + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulreformplan; Schulumwandlung; Ideologie; Diskursanalyse; Bildungsreform; Lösungsstrategie; Organisationswandel; Organisationsklima; Unternehmenskultur; Political influence; Politischer Einfluss; Educational policy; Bildungspolitik; Beobachtung; Interviewing; Interviewtechnik; Kollegialität; Leistungsindikator; Case study; Fallstudie; Case Study; Middle school; Mittelschule; Mittelstufenschule; Gruppendynamik; Politics of education; Politische Betätigung; USA
Abstract	This case study examines the micropolitical strategies that a coach and seven teachers utilized to negotiate ideological and epistemological beliefs during required common planning time meetings for the period of one semester in an urban middle school. Theories of micropolitics and critical discourse analysis guided the development of the research questions that emphasized the political nature of the transactions and interactions between individuals within a school and how these negotiations were affected by the cultural and political climate of the district and the ideologies of individuals within that school about how students learn. The findings revealed how coaching as a reform strategy is highly influenced by the context of the school. The observations of mandated common planning time meetings, interviews with the coach and teachers, and other artifacts suggest that the power relationships between the members of the school community and political tensions of time, autonomy, ideological conflict, and trust influenced the discourse and interaction of the coach and teachers and influenced the implementation of the school's reform initiative. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10