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ERIC Number: ED476362
Record Type: Non-Journal
Publication Date: 1995-Oct
Pages: 35
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teachers Talk about Coalition Reforms at Their Schools. The School Ethnography Project.
Muncey, Donna E.; McQuillan, Patrick J.
This report provides an overview of the main reasons why secondary teachers supported their schools' efforts at educational reform through membership in the Coalition of Essential Schools. The Coalition is a grassroots reform movement focused on improving classroom teaching and learning and helping students to use their minds well. Researchers conducted interviews, observations, and surveys in eight schools. Overall, the primary reasons for support were the personal transformations teachers experienced and the benefits they felt students derived from a more personalized approach to teaching and learning. Although many individual teachers supported Coalition philosophy, in most of the study schools, there was no consensus regarding the need for change nor the appropriateness of the Coalition philosophy. Some teachers, although supportive in principle, became opposed as they worked to implement the Coalition's nine common principles in their classrooms and shape policy schoolwide. The reasons teachers opposed the Coalition included questioning the need for change, philosophical difficulties with the principles, incomplete socialization to Coalition programs, political concerns such as equity and ownership of the change process, and increased workload. The nine common principles of the Coalition of Essential Schools are appended. (Contains 19 references.) (SM)
Coalition of Essential Schools, Box 1969, Brown University, Providence, RI 02912. Web site: http://www.essentialschools.org/.
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: EXXON Education Foundation, New York, NY.
Authoring Institution: Coalition of Essential Schools, Providence, RI.