How high school academic departments impact school reform efforts.

Autor/inn/en	Sutton, Paul S.; Knuth, Randy
Titel	How high school academic departments impact school reform efforts.
Quelle	In: Journal of curriculum studies, 52 (2020) 1, S. 118-137Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2019.1624830
Schlagwörter	Lehrer; Schulreform; Schulreform; High School; Lehrer; Einflussfaktor
Abstract	High school academic departments remain under-examined yet powerful entities in American high schools. High status department leaders create and sustain narratives around teaching and learning, disciplinary-specific best practices, and the overall efficacy and effectiveness of any number of school improvement policies and initiatives promoted by school leaders. This study presents two cases of academic departments in a single, public, comprehensive high school in the United States to explore how and why each department approached the school's shift to problem-based learning (PBL) differently. This longitudinal, comparative case study employed mixed methods. We draw from data collected between 2010 and 2015 including yearly teacher survey data, teacher interviews, and video recorded department meetings to describe ways each department responded to the school's PBL initiative and to explore the culture and norms that existed within each department during the time of the study. Quantitative data suggest the Social Studies department adopted PBL, while the English department did not. Qualitative data suggest a relationship between the extent to which each department adopted PBL and the extent to which the underlying principles of PBL aligned with each department's teaching culture, professional norms, and the deep narratives department leaders established and sustained around teaching and learning.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2020/3