"I've Never Seen People Work So Hard!" Teachers' Working Conditions in the Early Stages of School Turnaround

Autor/inn/en	Cucchiara, Maia Bloomfield; Rooney, Erin; Robertson-Kraft, Claire
Titel	"I've Never Seen People Work So Hard!" Teachers' Working Conditions in the Early Stages of School Turnaround
Quelle	In: Urban Education, 50 (2015) 3, S.259-287 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085913501896
Schlagwörter	School Turnaround; Work Environment; Teaching Conditions; Educational Change; Educational Improvement; Effective Schools Research; Interviews; Focus Groups; Urban Schools; Social Environment; Organizational Climate; Organizational Culture; School Support; Teacher Attitudes; Performance Factors; Qualitative Research + Suchen Sie Ihr Suchwort? Arbeitsmilieu; Lehrbedingungen; Unterrichtsbedingungen; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Schulforschung; Interviewing; Interviewtechnik; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Soziales Umfeld; Organisationsklima; Unternehmenskultur; Schulförderverein; Lehrerverhalten; Leistungsindikator; Qualitative Forschung
Abstract	School turnaround--a reform strategy that strives for quick and dramatic transformation of low-performing schools--has gained prominence in recent years. This study uses interviews and focus groups conducted with 86 teachers in 13 schools during the early stages of school turnaround in a large urban district to examine teachers' perceptions of the social and organizational conditions within their schools. The study shows that some turnaround schools provided more positive working conditions than others, particularly with respect to organizational function and culture. It further finds a strong association between teachers' perceptions of school-level working conditions and support for school turnaround. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01