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ERIC Number: EJ848690
Record Type: Journal
Publication Date: 2004
Pages: 23
Abstractor: As Provided
Reference Count: 29
ISSN: ISSN-1056-7879
Dilemmas of School-Based Reform: An Interpretive Case Study of Teacher Empowerment and Dissent
Settelmaier, Elisabeth; Wallace, John; Taylor, Peter
International Journal of Educational Reform, v13 n3 p181-203 Sum 2004
This article reports on a 3-year longitudinal case study of a school-based project designed to restructure and reculture the school's teaching and learning environment. Using a participatory action research framework, groups of teachers from the school worked together to develop a community of inquiry focusing on core teaching values, student learning, professional growth, teamwork, and teacher-leadership (Wallace & Taylor, 1999). This article examines the problematic nature of such a strategy for school change through a description and analysis of the dilemmas faced by the school as it engaged with the reform project.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia