ERIC Number: ED436849
Record Type: Non-Journal
Publication Date: 1999-May
Reference Count: N/A
A Paradoxical Path to Reform: The Case Study of Lomond Elementary School. Transforming Learning Communities.
Pourdavood, Roland G.; Cowen, Lynn M.; Svec, Lawrence V.; Skitzki, Raymond; Grob, Sharon
This book is part of a series of case studies that demonstrate better ways to educate Ohio's students. The case study is part of the Transforming Learning Communities (TLC) Project, designed to support significant school-reform efforts among Ohio's elementary, middle, and high schools. This report describes the implementation of an innovative program at an elementary school in northern Ohio. The text focuses on the school's efforts in mathematics-instruction reform. It examines the research that structured the reform and its impact on school change. The reform efforts are further elaborated through a series of five vignettes that portray the changes occurring in mathematics instruction. The report then provides background information about the two principals who played significant parts in reform efforts and the dialectical relationship between tensions and reform that developed. It looks at the emergence of a critical mass of reform-minded teachers and the effort required to change the structure of leadership, instruction, and assessment. The last chapter describes the complexities of change, the alterations to epistemology, the presence of chaos, and the need for teachers and principals to believe in the reculturing of the school. Two appendices provide the study methodology and samples of performance tasks. (Contains 52 references.) (RJM)
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: Ohio State Dept. of Education, Columbus.; Ontario Inst. for Studies in Education, Toronto.