Literaturnachweis - Detailanzeige
| Autor/inn/en | Sandorff, Paul; und weitere |
|---|---|
| Institution | California Learning Designs, Inc., Westminster. |
| Titel | A Bilingual Program and Its Staff Development Described: Before and after Title VII. |
| Quelle | (1984), (130 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Administrator Role; Bilingual Education Programs; Bilingual Teacher Aides; Bilingual Teachers; Case Studies; Educational Change; Elementary Education; Federal Aid; Organizational Change; Principals; Program Descriptions; Retrenchment; Staff Development |
| Abstract | This study was originally undertaken to describe an elementary school's bilingual education program and examine the process and effects of bilingual teacher development efforts, but it refocused on program change due to reduction in federal funding. A literature review explores materials relating to the process of change, staff development and school change, and bilingual programs. A description of the program in question, exploring key factors in program change, follows. The program is in a recently urbanized community east of Los Angeles that is almost half Mexican American. Data were collected from documents, observation, and interviews. Three approaches of organizational change, including the empirical-rational, normative-reeducative, and power-coercive approaches, were applied to the process experienced by the school when funding was removed. It is concluded that the approaches to change used by the school's administration, and particularly by the principal, included changes in attitudes, values, skills, and significant relationships as well as in knowledge and intellectual rationales. Elements of all three approaches played a part in the school's experience. Specific aspects of the staff development process and their role in the change process are examined, and the significance of the teacher-aide relationship in this situation is discussed. (MSE) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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