Understanding Teacher Relationships during a Mandated Reform.Report as inadecuate




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This study explored the social world of one school, looked at the web of relationships, and documented the social interactions that occurred in the context of a mandated reform. The study was designed to describe and understand the relationships of teachers in one school as they planned and developed a school-wide strategy for change as required by the school's participation in the Title I program. Economic conditions were declining in this suburban district, and many students from multi-family housing, many of whom qualified for free lunch, were added to the school's attendance zone as a result of redistricting. Eight of the school's 30-member faculty did not participate in the study. Data were collected through observation of faculty planning meetings and individual and focus group interviews. Sociograms were created to describe some teacher interactions. Data revealed groupings of "we" and "they" among teachers. The "we's" were involved in decision making, but they perceived the "they's" to have the power. The existence of one group actually strengthened the other. This research shows the importance of bridge members of the faculty who serve to bring the two groups together sufficiently to accomplish the tasks of school reform. (Contains two figures.) (SLD)

Descriptors: Collegiality, Compensatory Education, Educational Change, Educational Planning, Elementary Education, Participative Decision Making, Peer Relationship, School Restructuring, Suburban Schools, Teachers











Author: Gremillion, Joan; Cody, Caroline B.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7687&id=ED419889







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