Author: Martin J. JacobsPublisher:
ISBN:
Category : Educational change
Languages : en
Pages : 230
Book Description
Analysis of Teacher Perceptions Related to Change and Change Agents Within a School-site Setting
Author: Martin J. JacobsPublisher:
ISBN:
Category : Educational change
Languages : en
Pages : 230
Book Description
Teacher Agency
Author: Mark PriestleyPublisher: Bloomsbury Publishing
ISBN: 1472525876
Category : Education
Languages : en
Pages : 201
Book Description
Recent worldwide education policy has reinvented teachers as agents of change and professional developers of the school curriculum. Academic literature has analyzed changes in how teacher professionalism is conceived in policy and in practice but Teacher Agency provides a fresh perspective on this issue, drawing upon an ecological theory of agency. Using this model for understanding agency, Mark Priestley, Gert Biesta and Sarah Robinson explore empirical findings from the 'Teacher Agency and Curriculum Change' project, funded by the UK-based Economic and Social Research Council (ESRC). Drawing together this research with the authors' international experiences and perspectives, Teacher Agency addresses theoretical and practical issues of international significance. The authors illustrate how teacher agency should be understood not only in terms of individual capacity of teachers, but also in respect of the cultures and structures of schooling.
Teachers' Perceptions of the Effectiveness of a School-based Staff Development Program
Author: Gayle Poland FrameTeacher Perceptions on Response to Intervention and Instruction
Author: Tina GiambattistaPublisher:
ISBN:
Category : Elementary school teachers
Languages : en
Pages : 75
Book Description
This study examined teacher perceptions of the Response to Intervention model implemented throughout three school districts in the state of Pennsylvania. Response to Intervention (RTI) emerged as an approach to instruction, to identify and support students who were at risk for school failure. This model was designed to provide effective interventions for students who demonstrated need in the content area of reading. This study was conducted to analyze teacher perceptions of the effectiveness of this intervention model. This research study includes feedback provided from teachers from three suburban school districts, similar in size, in Montgomery County, Pennsylvania. Within each district selected for the study, teachers were selected from two elementary schools to participate in this study. Additionally, the group of teacher participants was randomly selected and included both general and special education teachers. The research instrument used for this qualitative study included a teacher questionnaire that was delivered to the participants through an online survey. The data analyzed in this study provide insight regarding teacher perceptions related to instructional changes in the classrooms as a result of RTI. With the use of the RTI framework, teachers reported successful outcomes by incorporating high quality instruction and frequent progress monitoring. Teachers were able to provide instructional interventions early and relied on assessment data to support instructional decisions. Teachers also reported using multiple levels of intervention and research-validated practices for core instruction in the classroom.
Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 784
Book Description
The Perceived Impact of Change Theory in Schools
Author: Melissa S. BellPublisher:
ISBN:
Category : Educational change
Languages : en
Pages : 121
Book Description
The purpose of this mixed-methods research study was to explore, through school administrator and teacher perceptions, the use and impact of change theory strategies on making effective change in schools. The following three research questions guided this study: (a) What strategies do school administrators identify as most often used when implementing change? (b) What strategies do teachers identify as most often used by school administrators when implementing change? (c) What impact do administrators and teachers associate with each of the strategies used to implement change? Fourteen school administrators and fifty-one teachers from four southcentral Pennsylvania school districts participated in an online survey containing Likert-type and open-ended questions. Six respondents, three school administrators and three teachers, voluntarily participated in a follow-up interview with the researcher to provide more in-depth responses. Change strategies were classified based upon the following change theory components: (a) vision creation and communication, (b) stakeholder involvement, (c) capacity expansion, (d) resistance management, and (e) a supportive environment. Results of this study revealed school administrators and teachers agreed on the strategies which contributed to positive change efforts. However, a discrepancy existed between the change strategies school administrators professed to be using to make change and teachers' perceptions of the use of those strategies.
Resources in Education
Author: Guiding School Change
Author: Frances O'Connell RustPublisher: Teachers College Press
ISBN: 9780807741146
Category : Education
Languages : en
Pages : 196
Book Description
Drawn from the real life and work of practitioners committed to change, this narrative sheds light on the role and work of change agents.
International Handbook of Educational Change
Author: Andy HargreavesPublisher: Springer
ISBN: 9401149445
Category : Education
Languages : en
Pages : 1360
Book Description
The International Handbook of Educational Change is a state of the art collection of the most important ideas and evidence of educational change. The book brings together some of the most influential thinkers and writers on educational change. It deals with issues like educational innovation, reform, restructuring, culture-building, inspection, school-review, and change management. It asks why some people resist change and what their resistance means. It looks at how men and women, older teachers and younger teachers, experience change differently. It looks at the positive aspects of change but does not hesitate to raise uncomfortable questions about many aspects of educational change either. It looks critically and controversially at the social, economic, cultural and political forces that are driving educational change. School leaders, system administration, teacher leaders, consultants, facilitators, educational researchers, staff developers and change agents of all kinds will find this book an indispensable resource for guiding them to both classic and cutting-edge understandings of educational change, no other work provides as comprehensive coverage of the field of educational change.
Author: