Urban African-American Teachers' Views of Organizational Change: Speculations on the Experiences of Exemplary Teachers.
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| Title: | Urban African-American Teachers' Views of Organizational Change: Speculations on the Experiences of Exemplary Teachers. |
|---|---|
| Language: | English |
| Authors: | Foster, Michele, Center on Organization and Restructuring of Schools, Madison, WI. |
| Peer Reviewed: | N |
| Page Count: | 24 |
| Publication Date: | 1992 |
| Sponsoring Agency: | Office of Educational Research and Improvement (ED), Washington, DC. |
| Intended Audience: | Researchers |
| Document Type: | Reports - Research |
| Descriptors: | 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 |
| 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) |
| Entry Date: | 1992 |
| Accession Number: | ED347271 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED347271 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED347271 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Urban African-American Teachers' Views of Organizational Change: Speculations on the Experiences of Exemplary Teachers. – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Foster%2C+Michele%22">Foster, Michele</searchLink><br /><searchLink fieldCode="AR" term="%22Center+on+Organization+and+Restructuring+of+Schools%2C+Madison%2C+WI%2E%22">Center on Organization and Restructuring of Schools, Madison, WI.</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 24 – Name: DatePubCY Label: Publication Date Group: Date Data: 1992 – Name: SourceSuprt Label: Sponsoring Agency Group: SrcSuprt Data: Office of Educational Research and Improvement (ED), Washington, DC. – Name: Audience Label: Intended Audience Group: Audnce Data: Researchers – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Black+Teachers%22">Black Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Attitudes%22">Educational Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Field+Interviews%22">Field Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Public+School+Teachers%22">Public School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22School+Community+Relationship%22">School Community Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22School+Restructuring%22">School Restructuring</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Teaching%22">Urban Teaching</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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) – Name: DateEntry Label: Entry Date Group: Date Data: 1992 – Name: AN Label: Accession Number Group: ID Data: ED347271 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED347271 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 24 Subjects: – SubjectFull: Black Teachers Type: general – SubjectFull: Educational Attitudes Type: general – SubjectFull: Educational Change Type: general – SubjectFull: Elementary School Teachers Type: general – SubjectFull: Elementary Secondary Education Type: general – SubjectFull: Field Interviews Type: general – SubjectFull: Public School Teachers Type: general – SubjectFull: School Community Relationship Type: general – SubjectFull: School Restructuring Type: general – SubjectFull: Secondary School Teachers Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Urban Schools Type: general – SubjectFull: Urban Teaching Type: general Titles: – TitleFull: Urban African-American Teachers' Views of Organizational Change: Speculations on the Experiences of Exemplary Teachers. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Center on Organization and Restructuring of Schools, Madison, WI. – PersonEntity: Name: NameFull: Foster, Michele IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Type: published Y: 1992 |
| ResultId | 1 |
