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ERIC Number: EJ955299
Record Type: Journal
Publication Date: 2011
Pages: 13
Abstractor: As Provided
Reference Count: 29
ISSN: ISSN-1935-3308
Teacher Empowerment and School Reform
Thornburg, Devin G.; Mungai, Anne
Journal of Ethnographic & Qualitative Research, v5 n4 p205-217 2011
Teachers in high-needs settings working with diverse populations are typically cited as a central element for school improvement yet are often described as resistant to such efforts. We sought to investigate the reasons behind teachers' views and beliefs about school reform within the context of collaboration and professional development, rather than assuming that the primary motive was resistance to change. We interviewed 42 elementary and secondary teachers in 5 New York districts, thematically analyzed their responses, and then had the content corroborated by the teachers during subsequent planning. Themes included time/role constraints, lack of consistency in leadership, conflicts between accountability and student needs, challenges in teaching diverse populations, lack of student choice within the reforms, teacher isolation, repeating previously tried strategies, and the impact of political/economic forces on the reform effort. Teacher empowerment, rather than teacher resistance, framed our interpretation of the results. (Contains 3 tables.)
Cedarville University. 251 North Main Street, Cedarville, OH 45314. Tel: 937-766-3242; Fax: 937-766-7971; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York