ERIC Number: ED422564
Record Type: Non-Journal
Publication Date: 1998-Apr
Reference Count: N/A
Reforming Reading, Writing, and Mathematics and the Prospects for Systemic Reform.
Grant, S. G.
A study explored the prospects for systemic reform by examining how four Michigan elementary school teachers make sense of and respond to recent subject matter reforms in reading, writing, and mathematics. The teachers, recommended by district supervisors as teachers who were engaging reforms in their classrooms, were interviewed and were observed in their classrooms. Each teacher's responses to subject matter reforms were examined along four dimensions: (1) the reforms encountered and how each teacher viewed these initiatives in relation to his/her past practice; (2) what each teacher believed s/he needs to learn and the learning opportunities taken; (3) the evidence of reform-minded ideas in each teacher's daily instruction; and (4) the changes in each teacher's assumptions about teaching and learning reading, writing, and mathematics. Results indicated significant variation across teachers' responses and across reforms: not only did the four teachers manage, for example, reading reforms differently, but an individual teacher's responses varied across reading, writing, and mathematics. Findings suggest that understanding teachers' experiences can help educators see something of the nature of educational change at the classroom level as well as the promises and problems of efforts such as systemic reform. (Contains 24 references, 5 tables of data, and 3 notes.) (RS)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan