Download or read book Teachers Perceptions of Educational Reform written by Bernadette Gilman and published by . This book was released on 1993 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 Teachers Perceptions of the Educational Reform in Greece written by and published by . This book was released on 2000 with total page 67 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teachers Leading Educational Reform written by Alma Harris and published by Routledge. This book was released on 2017-07-31 with total page 424 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers Leading Educational Reform explores the ways in which teachers across the world are currently working together in professional learning communities (PLCs) to generate meaningful change and innovation in order to transform pedagogy and practice. By discussing how teachers can work collectively and collaboratively on the issues of learning and teaching that matter to them, it argues that through collective action and collaborative agency, teachers are leading educational reform. By offering contemporary examples and perspectives on the practice, impact and sustainability of PLCs, this book takes a global, comparative view showing categorically that those educational systems that are performing well, and seek to perform well, are using PLCs as the infrastructure to support teacher-led improvement. Split into three sections that look at the macro, meso and micro aspects of how far professional collaboration is building the capacity and capability for school and system improvement, this text asks the questions: Is the PLC work authentic? Is the PLC work being implemented at a superficial or deep level? Is there evidence of a positive impact on students/teachers at the school/district/system level? Is provision in place for sustaining the PLC work? Teachers Leading Educational Reform illustrates how focused and purposeful professional collaboration is contributing to change and reform across the globe. It reinforces why teachers must be at the heart of the school reform processes as the drivers and architects of school transformation and change.

Download or read book Implementing Reform written by Ricky Vincent Papandrea (Jr.) and published by . This book was released on 2020 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the mid-1990s there have been several attempts at wide-scale educational reform in the United States. The majority of educational research that has been conducted has focused on the impact of these reform movements on student achievement outcomes, the development of 21st century skills for students to compete in the global economy, the financial impacts on schools and school districts for implementing mandated curriculum changes, or the evaluation of specific programs (Polleck & Jeffery, 2017; Lee & Wu, 2017). Several gaps in the existing literature have led to an incomplete picture of reform efforts, including the impact of teacher perceptions on implementing mandated curriculum changes in social studies, specifically at the secondary level.The purpose of this qualitative case study was to examine secondary social studies teachers' perceptions of mandated curriculum changes under the New York State K-12 Framework, implemented in 2014. The study was conducted in a suburban New York public high school and utilized data from focus groups of teacher-participants, individual interviews of teacher-participants and administrator-participants, and a content analysis of the implementation of the New York State K-12 Framework for Social studies from New York State and through department documentation. Analysis of the data collected revealed three key findings in this study. First, that mandated curriculum changes in the social studies classroom negatively impacted social studies teachers' perception of teaching and methodology by shifting away from a traditional, content-based social studies education because the new literacy skill-based assessments became the overall driving force in their instructional practices. Second, a breakdown in communication between teachers, administrators, and New York State has caused teachers to become disheartened and frustrated with the implementation of mandated curriculum in the social studies classroom, resulting in them relying on collaboration with their colleagues for planning and support. Third, teachers perceived the implementation of mandated curriculum changes had impacted their desire for increased opportunities for collaboration with colleagues through high-quality professional development sessions. The implications of these findings for educators, school leaders, and policy makers will be discussed.

Download or read book Teachers Perceptions of and Responses to Education Reform written by Inhee Kim and published by . This book was released on 2003 with total page 400 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Case Study of Urban High School Reform written by Joan Marie Cone and published by . This book was released on 2000 with total page 512 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 Teacher Perceptions of Standards based Reforms in Social Studies Education written by William E. Murphy and published by . This book was released on 2020 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the perceptions of secondary social studies teachers regarding the influence of standards-based education reforms in social studies education. This qualitative inquiry utilized document analysis, focus groups and one-on-one interviews of secondary social studies teachers from a suburban high school in Long Island, New York. Participants possessed between one and twenty-five years of teaching experience and were currently teaching social studies classes in the 7th through 12th grades. Due to an existing lack of research on the topic, this study collected and analyzed data according to the grounded theory framework. Following a grounded theory model, this study identified social studies teachers' perceptions regarding their experiences with standards-based reform legislation that had been implemented at the federal, state and local levels. The goal of such an inquiry, based on the grounded theory model, was to create a new theory regarding the impact of standards-based reform implementation in social studies education.The findings revealed that teachers were overwhelmed and frustrated by the negative consequences that standards-based reform implementation had on social studies education. Teachers were frustrated by their lack of knowledge about standards, their inability to promote the standards-based skills that are measured on assessments and the need to eliminate content and constructivist activities in order to "teach to the test." Consequently, teacher frustration was compounded by an inability to effectively communicate their dissatisfaction with the larger educational establishment. Finally, as a means of dealing with the negative consequences of standards-based reforms, teachers sought out opportunities for meaningful collaboration with colleagues and desired to teach courses and grade levels that were less affected by standards-based reforms.

Download or read book Teachers Perceptions and Use of a Large Scale Science Education Reform Initiative for Middle Schools written by Carolyn Sue Pistorius and published by . This book was released on 2006 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teachers Perceptions Experience and Learning written by Woon Chia Liu and published by Routledge. This book was released on 2019-12-18 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers’ Perceptions, Experience and Learning offers insightful views on the understanding of the role of teachers and the impact of their thinking and practice. The articles presented in this book illustrate the influence of teachers on student learning, school culture and their own professional identity and growth as well as highlighting challenges and constraints in preand in-service teacher education programmes that can impact teachers’ own learning. The first article examined teacher experiences in the use of “design thinking” by Retna. Next, Hong’s and Youngs’ article looks into contradictory effects of the new national curriculum in South Korea. Lu, Wang, Ma, Clarke and Collins explored Chinese teachers’ commitment to being a cooperating teacher for rural practicum placements. Kainzbauer and Hunt investigate foreign university teachers’ experiences and perceptions in teaching graduate schools in Thailand. On inclusive education in Singapore, Yeo, Chong, Neihart and Huan examined teachers’ first-hand experiences with inclusion; while Poon, Ng, Wong and Kaur study teachers’ perceptions of factors associated with inclusive education. The book ends with two articles on teacher preparation by Hardman, Stoff, Aung and Elliott who examined the pedagogical practices of mathematics teaching in primary schools in Myanmar, and Zein who focuses on teacher learning by examining the adequacy of preservice education in Indonesia for preparing primary school English teachers. The contributing authors’ rich perspectives in different educational, geographical and socio-cultural contexts would serve as a valuable resource for policy makers, educational leaders, individual researchers and practitioners who are involved in teacher education research and policy. This book was originally published as a special issue of the Asia Pacific Journal of Education.

Download or read book Chicago Public School Reform written by Mary L. Radnofsky and published by . This book was released on 1992 with total page 494 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Choosing the Wrong Drivers for Whole System Reform written by Michael Fullan and published by . This book was released on 2011 with total page 19 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Elementary Teachers Perceptions of a District wide School Reform A Retrospective written by DeWayne D. Davis and published by . This book was released on 2007 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: Twenty four focus group interviews were held with teachers, using a structured interview protocol and standardized questionnaire, which focused on demographic data and 4 articles of LEARN. These instruments were validated by a panel of experts and pilot-tested at a site not included in the study.

Download or read book Teacher Perceptions of Professional Development in the Context of National Educational Reform written by Ramzi Nasser and published by . This book was released on 2011 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: In light of nationally mandated educational changes in Qatar, this study investigates in-service teachers' perceptions of professional development (PD). The aims are to identify challenges facing teachers' PD. The respondents were 40 in-service teachers from two schools in Doha, Qatar, who had received PD connected with national educational reforms. They supplied data through questionnaires, interviews and concept maps indicating their perceptions of mandated PD. Generally, they expressed a belief in the importance of PD and its role in the improvement of teaching practice, motivation and communication. However, the findings revealed, among other things, that they had only a rudimentary understanding of PD and lacked the awareness that PD evoked any sense of personal growth, collaboration and self-reflection. The implications of the findings are discussed.

Download or read book Retaining Teacher Talent written by Jane G. Coggshall and published by . This book was released on 2010 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: As a new decade dawns, teachers stand at the center of a policy vortex. They serve as the primary focus of one of the Obama administration's four pillars of educational reform--effective teachers and leaders. Educational reformers of all stripes have focused tremendous energy on thinking of ways to identify effective teachers and in turn recruit, retain, compensate, and support them. But what do teachers think of these ideas? What conclusions should reformers draw from teachers' perceptions? This report is the third release of data from the Retaining Teacher Talent study conducted by Learning Point Associates and Public Agenda with the support of The Joyce Foundation and the Bill & Melinda Gates Foundation. The report suggests that what teachers think are good indicators of effectiveness--and what they think will make them more effective--are not always aligned with what policymakers or researchers think. Some educational reformers have proposed dramatic changes to teacher evaluation, compensation, and working conditions in hopes that such changes will ultimately improve student learning. The success of these reforms, however, rests in large part on the support of those who will be most directly affected--teachers. Therefore, policymakers need to recognize the critical importance of including teachers in the debate to bring not only nuance and experience to the conversation but also to build legitimacy for the reforms as they are implemented. This report, intended for policymakers and teachers who want to influence policy, describes the implications of the results of the nationwide survey conducted by Learning Point Associates and Public Agenda. (Contains 10 figures, 2 tables and 3 footnotes.) [This report was written with Molly Lasagna.].

Download or read book Suburban Teacher Perceptions of Current Trends in High School Reform written by Susan K. Givens and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the past several decades there has been a continuous stream of government mandates aimed to improve equity, access, accountability, transparency, student performance, and/or expand the responsibilities of public schools. These externally mandated school reforms have largely excluded the voice of teachers and administrators both in problem definition and in the modifications needed to address them. Further, reform literature is predominantly focused on improving or addressing urban school challenges, so little is known about the challenges and needs of suburban schools. The gaps in the literature related to teacher voice and suburban contexts in high school reform form the basis of this inquiry. Therefore, this study examines suburban teacher perceptions of four specific, popular reform ideas being introduced in high schools across the United States. This exploratory mixed methods study gathered data from 165 suburban public high school teachers working in 20 different high schools in Massachusetts using an anonymous survey instrument. Three findings emerged from the study: 1) successful suburban teachers welcome consensus high school reform ideas that they believe to be favorable for student learning, growth, and development though they note significant challenges in regard to time; 2) suburban teachers experience anxiety when reforms alter structures or methods that they rely on to ensure all students meet high school outcomes for graduation and college entrance requirements; and 3) suburban teachers' perceptions of consensus high school reform ideas are shaped by the ways in which the reforms impact academic disciplines. This study found that suburban public school teachers view the four reform ideas presented in this study as likely having a positive impact on teaching and learning in their school; however, they noted several implementation challenges that would need to be considered to ensure the efficacy of those reforms.