ERIC Number: ED430286
Record Type: Non-Journal
Publication Date: 1999-Apr
Reference Count: N/A
Complexity of School Reform: Order and Chaos.
Pourdavood, Roland G.; Cowen, Lynn M.; Svec, Lawrence V.
This paper reports on a case study that explored the process K-4 educators encounter as they attempted to implement recommendations from the National Council of Teachers of Mathematics (NCTM) Standards. The primary research questions of the study asked: what triggers major school change? what complexities surround school change? and what sustains the reform process and allows/encourages it to evolve? Data sources for the study included transcripts of audio-tapes from long interviews and followup interviews of key informants, field notes of university researchers, and related documents. Results show that initial changes in implementing the standards were mechanical--the lessons and materials did little to change teachers' existing beliefs and practices about mathematics. However, the reform took a different direction when some K-4 teachers "reinvented" mathematics instruction around key ideas and processes within a relevant context for children. Tensions emerged as some teachers' instructional practices began to look different from those of other classrooms, and teachers began to write lessons to supplement the district curriculum. Chaotic situations challenged conventional leadership strategies, interrupted stability of the school climate, and suggested an uncertain future. The reform seemed to depend on educators who believed in the need to restructure and reculture schools. (Contains 36 references.) (RJM)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A