Download or read book Educational Reform Teachers Perceptions of Teacher Collaboration as a Reform Intervention written by Osbaldo Jimenez and published by . This book was released on 2006 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recently there has been a great deal of research interest to ascertain if collaborative teaching models help increase student achievement at traditionally low-achieving schools. One important element to the success of collaborative models frequently overlooked is the perceptions and attitudes of the teachers towards reform models. This study examines the perceptions of teachers towards the five key dimensions of schooling: lesson planning habits, instructional practices, student achievement, school leadership, and school climate as part of a teacher collaboration reform model. The study finds that teachers become supportive of the lesson planning habits, instructional practices, and student achievement aspects of the reform model when properly implemented and supported. These findings suggest that in order for schools to successfully adopt a collaborative model, school leaders must ensure that teachers have appropriate support, planning time, and resources incorporated into the reform structure. The findings also suggest that teacher support of new collaborative models is correlated to school climate and school leadership.
Download or read book Challenges and Potential of a Collaborative Approach to Education Reform written by Susan J. Bodilly and published by Rand Corporation. This book was released on 2004-10-18 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Ford Foundation developed the Collaborating for Education Reform Initiative, providing grants to collaboratives in urban settings to improve the quality of teaching. Eight sites signed on, and the RAND Corporation assessed their progress. The authors found that, while none had met final goals, the collaboratives had varying degrees of success and some offered promise. By adopting such techniques as clear communication of expectations and involvement of school staff, collaboratives stand a better chance of success.
Download or read book Teacher Collaboration and School Reform written by Sheldon T. Watson and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation reports a study of two professional learning teams of teachers at one Midwestern secondary school implementing a hybrid school improvement process incorporating elements of several reform models. A qualitative extended case-study approach was used to study the role of organizational conditions on teacher team performance, the emergence and enactment of leadership within the teams, and the quality of team outcomes. Organizational factors such as performance alignment and school governance structures were found to interact with time to constrain and intensify teachers' work in teams. Patterns of discourse interacted with teachers' perceptions of team purpose and autonomy to shape collaboration. Interactional routines were established that are improvisational and negotiated in character, yet exert a powerful shaping force on team performance. Leadership in teams is manifest as a relational phenomenon identified as emergent reciprocal influence. The study concludes that collaboration potentially serves both a disciplinary and an emancipatory role regarding the professional discretion and autonomy of individual teachers. These roles are related to broader trends in business management, educational reform, and domestic politics.
Download or read book Studies of Education Reform written by Steven Gary Klein and published by DIANE Publishing. This book was released on 1996 with total page 55 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reviews the essential elements of planning, implementing, and sustaining school reform. Designed to assist policymakers and practitioners at the district, school, and community levels in creating strategies that will enable them to increase student learning. Eight key lessons, drawn from 12 major studies of education reform, identify a cluster of concerns relative to the reform process -- leadership, goals, timing, training, flexibility, infrastructure, managing resources, and self-assessment. Taken together, they emphasize a comprehensive, strategic, and common-sense approach to school reform. Includes planning guides and worksheets.
Download or read book Collaborative Reform and Other Improbable Dreams written by Marilyn Johnston-Parsons and published by State University of New York Press. This book was released on 2000-02-17 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book discusses a ten-year process of teacher education reform at a major public research university (The Ohio State University) and the challenges that ensued. The thirteen Professional Development Schools (PDSs) described are diverse, yet they share a focus on school/university collaboration, reform in teacher education, professional developments, and inquiry. The authors speak frankly about their history, outcomes, and hopes for the future. The message is that school/university collaboration is a potentially rich approach to reform, yet fraught with challenges, demands, and an uncertain future. Contributors include Cynthia Dickens, Rhonda Dailey-Dickinson, Don Cramer, Marilyn Johnston, Patricia Enciso, Becky Kirschner, Theresa Rogers, Barbara Seidl, Francee Eldredge, Kathleen Ibom, Lisa Maloney, Mike Thomas, Patricia Brosnan, Diana Erchick, Holly Thronton, Sue Chase, Merry Merryfield, Steven Miller, Stanley Ray, Tim Dove, Todd Kenreich, Barbara Levak, Dan Hoffman, Anna Soter, Beth Carnate, George Newell, Steven Hoffman, Rachel Moots, Barbara Thomson, Eugenie Maxwell, Lizbeth Kelley, William Gathergood, Keith Hall, Michael Parsons, Sandra Stroot, Mary O'Sullivan, Deborah Tannehill, Deborah Wilburn Robinson, Gwendolyn Cartledge, John Cooper, Ralph Gardner III, Timothy Heron, William Heward, Richard Howell, Diana Sainato. Foreword by Nancy Zimpher and Introduction by Marilyn Johnston. Conclusion by Patti Brosnan, Don Cramer, Tim Dove, and Marilyn Johnston.
Download or read book Teacher Union and District Management Collaboration for School Reform written by Connie L. Hutchison and published by . This book was released on 2007 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Recreating Relationships written by Helen Christiansen and published by SUNY Press. This book was released on 1997-02-27 with total page 356 pages. Available in PDF, EPUB and Kindle. Book excerpt: Focuses on two major themes: the imporvement of teaching practice through collaborative research, and reflection on the process of collaboration itself to understand its role in educational change.
Download or read book Continuing Challenges and Potential for Collaborative Approaches to Education Reform written by Susan J. Bodilly and published by Rand Corporation. This book was released on 2011 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: The collaborating for Education Reform Initiative (CERI) provided grantees with funds, guidance, and technical assistance to develop collaboratives and carry out activities to improve teaching and learning.
Download or read book Collaboration and School Culture written by Susan M. Brookhart and published by . This book was released on 1989 with total page 394 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Learning That Matters written by Mary Kooy and published by Routledge. This book was released on 2012-02-27 with total page 295 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the continuing global call for educational reforms and change, the contributors in this edited collection address the critical issue of teacher learning from diverse national contexts and perspectives. They define "teacher learning that matters" as it shapes and directs pedagogical practices with the goal of improving student learning. This book weaves together major studies, research findings and theoretical orientations to represent a globalized network of inquiries into the what, how and why of teacher learning that shapes teacher skill and knowledge. Teacher learning matters on an international scale because teachers are the portals through which any initiative for change and reform is realized. Recognizing that a highly skilled teaching force is instrumental to improving student achievement adds import to generating interactive dialogue on teacher learning around the globe.
Download or read book Minority Students in Special and Gifted Education written by National Research Council and published by National Academies Press. This book was released on 2002-08-30 with total page 497 pages. Available in PDF, EPUB and Kindle. Book excerpt: Special education and gifted and talented programs were designed for children whose educational needs are not well met in regular classrooms. From their inceptions, these programs have had disproportionate representation of racial and ethnic minority students. What causes this disproportion? Is it a problem? Minority Students in Special and Gifted Education considers possible contributors to that disparity, including early biological and environmental influences and inequities in opportunities for preschool and K-12 education, as well as the possibilities of bias in the referral and assessment system that leads to placement in special programs. It examines the data on early childhood experience, on differences in educational opportunity, and on referral and placement. The book also considers whether disproportionate representation should be considered a problem. Do special education programs provide valuable educational services, or do they set students off on a path of lower educational expectations? Would students not now placed in gifted and talented programs benefit from raised expectations, more rigorous classes, and the gifted label, or would they suffer failure in classes for which they are unprepared? By examining this important problem in U.S. education and making recommendations for early intervention and general education, as well as for changes in referral and assessment processes, Minority Students in Special and Gifted Education will be an indispensable resource to educators throughout the nation, as well as to policy makers at all levels, from schools and school districts to the state and federal governments.
Download or read book Teachers Perceptions of School Reform written by Kimberly R. Donahue and published by . This book was released on 2005 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined how the participation in a comprehensive school reform program changed teachers' perceptions and approach to instructional practices in the classroom, and how the participation in a comprehensive school reform program has impacted communication among the staff. Thirty-nine teachers in one elementary school setting in Southeastern Pennsylvania participated in this study. Data were collected from (a) surveys, (b) classroom observations, and (c) interviews with select participants. Following the collection of data from (a) teacher interviews, (b) surveys, and (c) teacher observations, responses were categorized to identify patterns and themes to answer the research questions outlined in this study. The consistent themes that emerged from the data were (a) knowledge of state standards, (b) a strong sense of collegiality, and (c) a new focus.
Download or read book Studies of Education Reform written by Judy Swanson and published by . This book was released on 1997 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Agency in the Process of State Mandated Reform written by Kyle C. Ruggles and published by . This book was released on 2009 with total page 708 pages. Available in PDF, EPUB and Kindle. Book excerpt: Under No Child Left Behind (NCLB), federally funded schools and Local Educational Agencies (LEAs) that do not meet Adequate Yearly Progress (A YP) criteria for two consecutive years are designated Program Improvement (PI), mandating participation in school reform interventions. In February 2008, the California Department of Education (CDE) released a corrective action plan mandate requiring all LEAs, or school districts in Year 3 of PI to participate in intensive, moderate, light, or other levels of technical support that includes participation in the District Assistance and Intervention Team (DAIT) process. The DAIT process brings outside consultants and district office administrators into schools and classrooms for regular walkthroughs and assessments of improvement plan implementation. Yet little is known about how these state mandates influence teachers' instructional practices and decision-making power or agency. This study explores teachers' perceptions of the DAIT process and how agency is influenced in an urban fringe pre-kindergarten through grade 8, PI school district in California that volunteered to pilot the DAIT process during the 2006 - 2009 school years. The socio-cultural theory of learning (Gallucci, 2003) and the principal-agent theory (Ferris, 1992) guide the analysis of this embedded and longitudinal multi-case study of three middle schools and the district office within the PI school district. Rich, thick qualitative descriptions from 24 teachers and five district office administrators engaged in state mandated reform emerge from the single-case and cross-case analyses. Teachers perceive the DAIT feedback as vague and lacking in teacher involvement in classroom visitations, which led to teachers viewing the process as superficial. Yet teachers also considered the DAIT process as beneficial in increasing teacher-team reflection and collaboration around a singular, common instructional focus of reading comprehension, which seemed to be positively associated with agency. A variance of teacher agency levels was found to depend upon school context and how teachers perceived themselves while balancing the costs and benefits from DAIT feedback. Findings also reveal that the DAIT process may have compromised teacher agency due to the lack of teacher participation and involvement in the development of the process, potentially eroding teachers' sense of professionalism.
Download or read book The Power of Teacher Leaders written by Nathan Bond and published by Routledge. This book was released on 2014-07-25 with total page 281 pages. Available in PDF, EPUB and Kindle. Book excerpt: Co-published with Kappa Delta Pi, The Power of Teacher Leaders provides a comprehensive resource for understanding the ways that teacher leaders foster positive change in their schools. Distinct from school administrators, teacher leaders are professionals who remain in the classroom and use their specialized knowledge and skills to improve student achievement, influence others, and build organizational capacity. Written by leading educational researchers, each chapter of The Power of Teacher Leaders describes a different way that teachers are leading. Moving beyond the question of why teacher leaders are important and how such work is implemented, the contributing scholars to this collection offer a critical examination of the field by presenting original research, case studies, and programs in practice. Topics covered include how teachers become leaders, their wide-ranging leadership roles, and the effects of teacher leadership on student academic success and school communities. A cohesive edited collection, this book demonstrates how teacher leaders play an increasingly active role in the improvement of student learning, teacher professional development, and school climate.
Download or read book Teacher Research for Collaboration and School Reform written by Julia Alden and published by . This book was released on 1994 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Reform in Indonesia written by Mae Chu Chang and published by World Bank Publications. This book was released on 2013-12-18 with total page 259 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book features an analysis of teacher reform in Indonesia, which entailed a doubling of teacher salaries upon certification. It describes the political economy context in which the reform was developed and implemented, and analyzes the impact of the reform on teacher knowledge, skills, and student outcomes.
