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ERIC Number: EJ811431
Record Type: Journal
Publication Date: 2008-Apr
Pages: 17
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-1360-3124
Teacher Resistance to Improvement of Schools with Diverse Students
McKenzie, Kathryn Bell; Scheurich, James Joseph
International Journal of Leadership in Education, v11 n2 p117-133 Apr 2008
Two university researchers who have considerable practitioner and research experience in urban schools conducted an interventionist action research project in collaboration with the professional staff of a diverse urban elementary school. The goal was to collaborate with the administration, faculty and staff in an average urban elementary school to improve the academic success of all students and all student groups regardless of the race, ethnicity and family income of the students and their families. While analyses of the school's state accountability data indicated that there was some improvement in the academic success of the school's diverse students, particularly among the lowest scoring student group, problems that arose in this process led the researchers to identify four themes of resistance to school change. These were "externals are the cause of low achievement and achievement gaps", "accountability systems are destructive to my teaching", "suggesting change is critique" and "we are not leaders". Following a description of the themes, implications and recommendations are briefly discussed. (Contains 4 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas