Author: Cathy Evans BakerPublisher:
ISBN:
Category : Educational change
Languages : en
Pages : 336
Book Description
Teacher Perceptions of Change
Author: Cathy Evans BakerPublisher:
ISBN:
Category : Educational change
Languages : en
Pages : 336
Book Description
Teacher Perceptions of Change
Author: Jennifer L. KatzinPublisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages :
Book Description
The purpose of this study was to examine teachers' perceptions of change impacted by the Network for Educator Effectiveness teacher evaluation system as presented by the University of Missouri. The study gathered teachers' perceptions of the impact NEE had on their teaching, specifically noting changes in teaching practice. This information served as an evaluation of the program and will be used to guide its further development. The study was guided by the following research questions. What are teachers' perceptions of change impacted by the Network for Educator Effectiveness based on the framework presented by Kim Marshall? Specifically, what changes have been made as a result of the mini-observations, unit of instruction evaluation, professional development plan, and student survey data? Data for the study was collected through focus group interviews and surveys. The population included two small southwest school districts in Missouri that had implemented the NEE system. An interpretive analysis of data was done to make the following conclusions. The mini-observation piece has affected the most change in classroom instruction. The unit of instruction evaluation, professional development plan and student survey data have affected little change due to incomplete or improper implementation. It is recommended that the NEE system continue with further implementation to see a greater effect on change.
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
The Relationship Between Staff Development Programs and Teacher Perceptions of Change in Their Teaching Behavior
Author: Linda Lee FutchikPublisher:
ISBN:
Category : Teachers
Languages : en
Pages : 352
Book Description
The Impact of School Change on Teacher Perceptions of School Climate
Author: Shayne Lea McKinseyPublisher:
ISBN:
Category : Educational change
Languages : en
Pages : 212
Book Description
Teachers' Perceptions of Change
Author: John Christopher MullalayPublisher:
ISBN:
Category :
Languages : en
Pages : 742
Book Description
Change in Schools
Author: Gene E. HallPublisher: SUNY Press
ISBN: 9780887063473
Category : Education
Languages : en
Pages : 408
Book Description
In 11 chapters, this book has been organized around the Concerns Based Adoption Model (CBAM), a sophisticated way to understand the change process and how participants experience it. This model provides ways for practitioners and policymakers to label change process phenomena, to take positive action in facilitating change, and to predict effects. Chapters 1 and 2 provide an overview of CBAM and reviews literature on leadership for change. Chapters 3 and 4 concentrate on teacher perceptions of change and levels of innovation. Chapters 5, 6, and 7 discuss innovation configurations, incident interventions, and an intervention taxonomy. Chapters 8 and 9 classify and review change facilitators. Finally, chapters 10 and 11 evaluate CBAM via a case study and consider additional theory, practice, and research. (JAM)
Teachers' Perceptions of Change Toward the Middle School Model
Author: Catherine StuderThe 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.
The Relationship Between Teacher Perception of Change and Teacher Morale
Author: Bernice E. BernsPublisher:
ISBN:
Category : Educational innovations
Languages : en
Pages : 350
Book Description