ERIC Number: ED471243
Record Type: Non-Journal
Publication Date: 1990
Reference Count: N/A
A Formula for Making a Difference: A Math Teacher in the Midst of Change. Studies on Teacher Change.
Wasley, Patricia A.
This case study documents the pedagogical changes an inner city, secondary school math teacher made as she attempted to help her students learn to use their minds well. Data were gathered in the 1989-90 school year. The report includes the teacher's description of her past teaching practices, notes how she began to change, describes the inner city school within which she teaches, and focuses on the introduction of the Opportunities to Learn (OTL) program, noting her role as both teacher and program coordinator. The report goes on to present a typical day in the teacher's life, comparing her OTL and traditional classrooms. It discusses changes in her teaching, which were inspired by her membership in the Coalition of Essential schools (e.g., projects and problem solving, cooperative skills, textbooks as resources, teacher-as-facilitator, and quality before coverage). It also notes difficulties in the midst of change (e.g., fear of change and difficulty making changes), and it discusses factors that facilitated change (the students, empowering leadership, a chance to practice change, and a framework for change). Common Principles of the Coalition of Essential Schools are attached. (SM)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Carnegie Corp. of New York, NY.; Danforth Foundation, Clayton, MO.; DeWitt Wallace/Reader's Digest Fund, Pleasantville, NY.; EXXON Education Foundation, New York, NY.
Authoring Institution: Coalition of Essential Schools, Providence, RI.