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ERIC Number: ED416189
Record Type: Non-Journal
Publication Date: 1997-Nov-13
Pages: 15
Abstractor: N/A
Reference Count: N/A
Cognitive Perplexity in Maintaining Teacher Change: A Cultural View.
Johnston, James D.
Seventeen sixth and seventh grade inner city teachers participated in a knowledge-centered, technology-assisted, community-of-learners integrated approach to instructional experiences known as Schools for Thought (SFT). With the help of university staff, teachers received assistance in making professional change related to SFT instructional and learning philosophy. The SFT components were: Jasper Woodbury Mathematics, Computer Supported Learning Environment, and Fostering a Community of Learners. Teachers had to implement SFT's components; begin knowledge-centered teaching; let students help determine what to study; let students talk about everything; create communities of learners; wait for directed teaching moments; reorganize their rooms; manage all the new learning activities; visit the university for teacher development; and welcome research assistants (RA's) and visitors into the classroom. SFT offered the following: a week of daily inservice summer training, an RA in each classroom for at least 2 hours a day; RA's and substitutes for teachers at least once a week so teachers could gather to discuss SFT challenges and develop curriculum; technology support; expert support on classroom management; and monetary compensation to volunteer. Three categories of teachers emerged as they used SFT philosophies: pioneers, those who waited and watched while making minimal changes, and rebels. SFT was very effective in providing teachers ways to practice exciting and efficient learning techniques and students ways to find fulfillment in school. Teachers became expert learners who permitted true facilitation of learning. Students became researchers, better readers, and better people. (SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee