Urban African-American Teachers' Views of Organizational Change: Speculations on the Experiences of Exemplary Teachers.

Autor/in	Foster, Michele
Institution	Center on Organization and Restructuring of Schools, Madison, WI.
Titel	Urban African-American Teachers' Views of Organizational Change: Speculations on the Experiences of Exemplary Teachers.
Quelle	(1992), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Black Teachers; Educational Attitudes; Educational Change; Elementary School Teachers; Elementary Secondary Education; Field Interviews; Public School Teachers; School Community Relationship; School Restructuring; Secondary School Teachers; Teacher Attitudes; Urban Schools; Urban Teaching + Suchen Sie Ihr Suchwort? Educational attitude; Bildungsverhalten; Erziehungseinstellung; Bildungsreform; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schulreformplan; Schulumwandlung; Lehrerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Urban education; Stadtteilbezogenes Lernen
Abstract	A study was done to explore the views and perspectives of seven exemplary public school, African American teachers on school restructuring efforts previously undertaken and currently underway in their respective school districts and schools. The study was conducted through semi-structured, open-ended, face-to-face interviews lasting between 2 and 4 hours interviews with African American teachers from seven urban areas of the nation, many of whom worked in schools with a high proportion of minority and at-risk students. All of the teachers were chosen by community nomination as a result of direct contact with African American communities. The data reveal that teachers exhibit three patterns of involvement and attitudes toward district-wide and individual school restructuring efforts: cynical dissenters, coincidental cooperators, and committed advocates. Other findings include the following: (1) experienced teachers were most skeptical, most reluctant, and least likely to be involved in school reform efforts compared to less experienced teachers; (2) teachers' election to participate rested on their perceptions of consistent fair administrators and the possibility for faculty to develop shared goals and culture; (3) a need to understand the historical context of schools; and (4) greater teacher participation in reform occurs where there are multiple and varied chances for involvement. Included are 24 references. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC