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ERIC Number: ED412650
Record Type: Non-Journal
Publication Date: 1997
Pages: 33
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Negotiating New Models of Education, Year III.
Miller, Jack; Drake, Susan M.; Harris, Brigitte; Hamelin, Greg; Molinaro, Vince
In 1993, the Ministry of Education and Training in Ontario (Canada) issued a curriculum policy document that defined educational outcomes and recommended that many of the outcomes could be achieved through an integrated approach to learning. This study considers the third year after the mandated changes began. Other changes, including a new curriculum, are in the wings, making it clear that whatever the future holds, educators will continue to deal with an enormous amount of change. The study took a multisite, case-study approach, continuing efforts of the preceding 2 years. In the third year, 25 interviews were conducted. As in previous years, it was found that change was being implemented in pockets, with some very advanced in understanding and implementation and others tending to stay with the status quo to a greater or lesser degree. The link between central offices and schools was often disappointing, in part because government policy had reduced the staffing in the central offices. Teachers generally described themselves as learners, and they were able to understand and implement curriculum reform demands when there was a common understanding among staff and administrators. Most successful were efforts in outcome-based learning and alternative assessment, probably because these areas are linked to public concerns about education. In the first year of the study, many teachers resisted change, and stress was a major concern of teachers. By this third year, most teachers had accepted that change was inevitable, and stress was not mentioned with the same intensity. Some teachers were becoming teacher leaders in promoting policies beyond their own classrooms, and many teachers were shifting their professional development focus to long-term projects in the schools rather than brief inservice training. At the end of 3 years of reform, teachers are basically positive about the changes, with the will and persistence to meet the demands of future reforms. (Contains 13 references.) (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario).
Authoring Institution: N/A
Identifiers - Location: Canada