ERIC Number: ED412214
Record Type: Non-Journal
Publication Date: 1997-Mar-7
Reference Count: N/A
Lead Teachers in Hampton Roads: Three Case Studies.
Neapolitan, Jane E.
This study examined how three elementary teachers who acted as lead teachers in public schools in the Hampton Roads area of Virginia perceived themselves as contributors to building a professional culture in schools. The participants, two women and one man, were experienced teachers in elementary schools and were Master's degree candidates in a curriculum and instruction program that emphasized teacher leadership through curriculum writing, teacher-led staff development, and action research. Qualitative data for cross-case analysis were drawn from individual interviews concerning their professional histories and their beliefs about teaching and change, and their views of themselves as leaders among peers. Data collection also involved the teachers' reflective journals, classroom observations, culminating projects from graduate studies, and a group debriefing session. Interviews with the participants' respective building principals were also included in the data analysis. Results suggested that lead teachers: (1) identify strongly with the role of teacher; (2) believe that change improves one's knowledge and teaching practice; (3) understand the connections between curriculum and assessment for increasing student achievement; and (4) gain convincing evidence for change by participating in action research. These teachers were able to make connections between theory and practice that set them apart from other teachers. (Contains 16 references). (Author/SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia