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ERIC Number: EJ794702
Record Type: Journal
Publication Date: 2008-Jul
Pages: 16
Abstractor: Author
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0742-051X
Teachers' Reflections of Professional Change during a Literacy-Reform Initiative
Nielsen, Diane Corcoran; Barry, Arlene Lundmark; Staab, Pam Trefz
Teaching and Teacher Education: An International Journal of Research and Studies, v24 n5 p1288-1303 Jul 2008
Policymakers recently have targeted teacher quality, and school systems have increased their attention to instructional reform through professional development. The purpose of this study was to examine teachers' views about the change process and professional development that supports change. Semi-structured focus-group data were gathered from 41 primary-grades teachers (students ages 5-9) across five schools in a high-poverty urban district that participated in a 2-year literacy-reform initiative. Results indicated that teachers viewed the change process from two stances: as learners and as change agents. Three conditions supported their professional growth: professional development embedded in school and classroom contexts, professional development focused on limited and clearly defined learning goals, and on-demand access to time and resources. Changes that occurred did so in three phases: movement from curriculum-centered to student-centered practices, increased collaboration, and requests for policy changes via teacher autonomy and advocacy for students.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A