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Teachers and Educational Change
The Lived Experience of Secondary School Restructuring
Teachers and Educational Change
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James Nolan Jr. - Author
Denise G. Meister - Author
SUNY series, Restructuring and School Change
Price: $60.50 
Hardcover - 249 pages
Release Date: August 2000
ISBN10: 0-7914-4699-9
ISBN13: 978-0-7914-4699-7

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Price: $31.95 
Paperback - 249 pages
Release Date: August 2000
ISBN10: 0-7914-4700-6
ISBN13: 978-0-7914-4700-0

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Summary Read First Chapter image missing

Presents powerful lessons about the realities of school reform by portraying the experiences of five teachers involved in a restructuring initiative.

This book vividly portrays the experiences of five secondary teachers who were involved in a school restructuring initiative that focused on interdisciplinary curriculum development, team teaching, and block scheduling. Though much has been written during the past decade concerning the need for fundamental restructuring of American schools, the track record in accomplishing change is extremely weak. One reason for this is the lack of understanding of what change means from the point of view of teachers, who are both the objects and subjects of change efforts. The year the authors spent with the teachers resulted in a deeper understanding of the phenomenology of change experiences that can be used to develop more fruitful, empowering, and teacher sensitive strategies. The story of the change experience is presented through five interlocking and mutually reinforcing themes that dominated the teachers' experience and understanding: uncertainty; intensification; lack of administrative leadership; subject allegiance versus team loyalty; and craft pride, caring, and moral purpose.

"Anyone working as a change agent or with professional development can learn valuable lessons from this book. It is an honest look at a group of teachers who tried very hard to implement a mandated change. It posits several assertions that are important when implementing any change." -- Christy McGee, Curriculum and Instruction, University of Arkansas, Fayetteville

James Nolan Jr. is Associate Professor of Education at the Pennsylvania State University, and coauthor of Principles of Classroom Management: A Professional Decision-Making Model. Denise G. Meister is Assistant Professor of Education at the Pennsylvania State University.


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Table of Contents

Preface

Part I. Introduction

1. The Context

2. Research Design

Part II. The Restructuring Experience

3. Uncertainty

4. Intensification and Limited Time

5. Lack of Administrative Leadership

6. Subject Loyalty versus Team Allegiance

7. Craft Pride, Caring, and Moral Purpose

Part III. Conclusion

8. Deepening Our Understanding of Educational Change

References

Index



Related Subjects
36643/36642(PR//MC)

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Representation and the Text
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Speaking the Unpleasant
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