ERIC Number: ED332342
Record Type: Non-Journal
Publication Date: 1990-Sep
Reference Count: N/A
School Restructuring: A Case Study in Teacher Empowerment. NCEL Occasional Paper No. 4.
Boles, Katherine C.
The Teaching Project at the Edward Devotion School (Massachusetts) is made up of four components: team teaching; school/university collaboration; inclass remediation; and alternative roles for teachers. Four third- and fourth-grade teachers' experiences during the first year of program implementation are examined to highlight potential complexities faced in altering teachers' job responsibilities. Data were collected through interviews and observations, framing the study in a theme of teachers' reactions to shared work. The experience of working together in a restructured environment emerged as the most worthwhile aspect of the project, while problems included restraints on creativity and loss of autonomy. (36 references) (EJS)
Descriptors: Change Strategies, College School Cooperation, Collegiality, Educational Cooperation, Elementary Education, Noninstructional Responsibility, Private Schools, Remedial Instruction, Rotation Plans, School Restructuring, Teacher Attitudes, Teacher Morale, Teacher Response, Teacher Role, Team Teaching
Publication Sales, National Center for Educational Leadership, Harvard Graduate School of Education, 443 Gutman Library, 6 Appian Way, Cambridge, MA 02138 ($4.00).
Publication Type: Information Analyses
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Educational Leadership, Nashville, TN.