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Innovating change in the faculty model : a study of voices and influences in defining faculty role at Cascadia Community CollegeBuck, Sharon Thompson 28 April 2004 (has links)
The founders of Cascadia Community College changed faculty role
and duties as they designed a new college. The college founders chose
which themes of learning reform would be enacted by faculty in this new
setting. They determined what elements of traditional roles continued to be
important and what new expectations would be articulated. They decided
what themes would become the center of faculty role in the creation of the
new college. The study seeks to establish the themes of reform that were
adopted by this college and how the founders expected those reforms to
reside in, change, and influence faculty role. Through interviews with
founding college members, the researcher, herself a participant in the
founding of the college, triangulated the voices of the key participants with
the publications of the new college that were related to faculty role.
Themes that emerged from the study were outcomes,
interdisciplinarity, organization and structure, innovation, technology,
global/multicultural perspectives, complexity, and expectation for traits. A
new view of expanded faculty role expectations is explored. This role is
reflective of many themes seen in reform literature involving tenets of the
learning college, the shift from teaching to learning, and outcomes-grounded
teaching. A model is presented to explain the interrelatedness of
the themes and the new perspective on teaching in the reformed college. / Graduation date: 2004
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Factors Influencing Middle School Teachers to Change Classroom Practice in Response to Standards-Based ReformThieman, Gayle Yvonne 01 May 2000 (has links)
In an environment of systemic educational reform, which emphasizes the alignment of curriculum standards, instructional practices, and assessments, an important question arises: What are the factors which influence teachers to change their classroom practice in response to standards-based reforms ? My study examined the initial legislative model, Washington Education Reform Act HB1209 (1993), and tested other factors that led to changes in classroom practice in three middle schools which are currently implementing HB1209.
The case studies included multiple sources of evidence (administrator and teacher interviews, surveys, classroom observations, focus groups, and documents). The data were analyzed for each school individually and across all three schools to clarify the connection between standards-based reform policy, teachers' learning, and changes in classroom practice.
The study examined the influence of six teacher factors and four school level factors on familiarity with the reform policy, involvement in educational reform, and changes in classroom. Teacher factors were: (a) present teaching experience; (b) previous teaching experience; (c) pedagogical knowledge needed to implement the reform; (d) involvement in educational reform; (e) sense of empowerment; and (f) self-efficacy. School level factors were: (a) previous educational policies; (b) participation in a collaborative learning group; (c) building level and district administrative expectations and support; and (d) organizational features that enhance time for teachers to learn and collaborate.
Both teacher and school level factors were related to familiarity with the policy, involvement in reform, and changes in classroom practice. Teacher factors (involvement in reform, empowerment) predicted more of the variance in familiarity with HB1209 than did school level factors (collegial teams, school reform plan). Contrary to my original hypothesis, knowledge of the reform policy itself was the largest single predictor of involvement in educational reform and of changes in classroom practice. However, while knowledge of the policy was necessary, it was not a sufficient predictor. Teacher factors (staff empowerment, pedagogical knowledge) predicted more of the involvement in reform than did school level factors (time for planning and curriculum development, school reform plan). Teacher factors (involvement in reform) and school level factors (workshops, conversations about practice) were equally predictive of changes in classroom practice.
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