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Preparing Future School Leaders to Ensure Racial, Ethnic, Linguistic, and Socio-Economic Equity in Education: The "Third Way"
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In: Education Faculty Publications and Presentations (2013)
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| 42 |
Reforming Curriculum in A Centralized System: An Examination of the Relationships between Teacher Implementation of Student-Centered Pedagogy and High Stakes Teacher Evaluation Policies in China
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| 43 |
Shortage-field Incentives: Impacts in Teacher Retention and Recruitment
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| 44 |
Shortage-field Incentives: Impacts in Teacher Retention and Recruitment ...
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| 45 |
Community-based early intervention for language delay: a preliminary investigation
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In: Research outputs 2012 (2012)
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| 46 |
Leadership Practice in Elementary School Dual Language Programs: A Collective Case Study
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2012)
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| 47 |
Atitude dos professores face à organização da escola para a inclusão dos alunos ciganos
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| 48 |
Secondary school teacher and principal perceptions of Mayoral control in New York City 2002-2009
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| 49 |
A organização do trabalho pedagógico da Educação Física na escola capitalista
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| 50 |
A organização do trabalho pedagógico da Educação Física na escola capitalista
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| 51 |
Enrollment in Texas Public Schools, 2010-2011 ; Enrollment in Texas Public Schools, 2010-11 ; Enrollment in Texas Public Schools
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| 52 |
Graduate Committee Minutes
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In: Graduate Committee Minutes (2010)
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| 53 |
Reflections on culturally responsive teaching: Embedding theory into practices of instructional and behavioral support
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In: Journal of Praxis in Multicultural Education (2010)
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| 54 |
From the ground up : understanding how teachers and administrators make sense of tension
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Abstract:
Strategies designed to improve educational systems have created tensions in school personnel as they struggle to respond to competing demands of ongoing change within their daily realities. The purpose of this case study was to investigate how teachers and administrators in one elementary school made sense ofthese tensions and to explore the factors that constrained or shaped their responses. A constructive interpretative case study using a grounded theory approach was used. Qualitative data were collected through document analysis, semi-structured interviews, and participant observation. In-depth information about teachers' and administrators' experiences and a contextual understanding oftension was generated from inductive analysis of the data. The study found that tension was a phenomenon situated in the context in which it arose. A contextual understanding of tension revealed the interactions between the institutional, personal, and emotional domains that continually shaped individual and group behavioural responses. This contextual understanding of tension provided the means to reinterpret resistance to change. It also helped to show how teachers and administrators reconstructed identities and made sense in context. Of particular note was the crucial nature of the conditions under which teachers and adlninistrators shaped meaning and understood change. This study sheds light on the contextual intricacies of tension that may help leaders with the complex design and implementation of educational change.
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Keyword:
Educational change--Psychological aspects; Educational leadership; Job stress; School management and organization
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URL: http://hdl.handle.net/10464/1443
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School organization at successful alternative high schools serving Latino students in Chicago.
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