Literaturnachweis - Detailanzeige
| Autor/inn/en | Bower, Heather Ann; Parsons, Eileen R. Carlton |
|---|---|
| Titel | Teacher Identity and Reform: Intersections within School Culture |
| Quelle | In: Urban Review: Issues and Ideas in Public Education, 48 (2016) 5, S.743-765 (23 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0042-0972 |
| DOI | 10.1007/s11256-016-0376-7 |
| Schlagwörter | Professional Identity; Qualitative Research; Statistical Analysis; Ethnography; Case Studies; Accountability; Educational Change; School Culture; Poverty; Disadvantaged Schools; Elementary Schools; Standardized Tests; Scores; Academic Achievement; Correlation |
| Abstract | In the era of school accountability, school reform programs aimed at shifting school culture are often implemented in an attempt to increase student achievement as measured by standardized test scores. This ethnographic case study was conducted in Hawk Elementary, a low-performing, high-poverty school. Quantitative and qualitative data collected were analyzed for the purposes of investigating the intersection among school culture, teacher identity, and this type of education reform. Three composite teacher identities in relation to reform emerged from the data: the Believer, the Hopeful, and the Opposer. The influence of each of these identities on school reform is discussed. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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