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Teachers as advocates for school improvement: The role of vision and the impact of context.
- Format:
- Book
- Thesis/Dissertation
- Author/Creator:
- Rulli, Carolyn.
- Language:
- English
- Subjects (All):
- Teachers--Training of.
- Teachers.
- Educational leadership.
- Education, Leadership.
- Education, Teacher Training.
- 0449.
- 0530.
- Penn dissertations--Organizational and Educational Leadership.
- Organizational and Educational Leadership--Penn dissertations.
- Local Subjects:
- Education, Leadership.
- Education, Teacher Training.
- Penn dissertations--Organizational and Educational Leadership.
- Organizational and Educational Leadership--Penn dissertations.
- 0449.
- 0530.
- Physical Description:
- 125 pages
- Contained In:
- Dissertation Abstracts International 74-09A(E).
- System Details:
- Mode of access: World Wide Web.
- text file
- Summary:
- The classroom teacher with a vision and a desire to enact that vision has been identified in the research literature as a key player in school reform. The literature suggests that teacher advocacy for school improvement may be shaped by the context in which they work, and that differences between their vision and the reality of their context can serve as a catalyst for their efforts toward advocating for changes in teaching and learning in their schools. Research clearly identifies behaviors and characteristics of change agents and the work that they do to initiate, facilitate and sustain changes. However, understanding how the change process impacts advocates of change has not been fully addressed in the literature.
- This two-phase qualitative study was designed to explore the relationship between teacher vision, context and advocacy for school change, and how these mutually dependent aspects may impact the advocate. Using qualitative research methods, I studied a selected group of teachers who have all participated in long-term, embedded, high-quality professional development designed to support their growth as teacher leaders capable of advocating for improvements in their schools. Examining their visions of teaching and learning, their school context, and their efforts to bring about changes in teaching and learning in their schools enabled me to address the following research questions: How are teachers' visions of teaching and learning, their school context, and their advocacy for change related? What happens to teachers when they advocate for changes in teaching and learning in their schools?
- This study identified specific relationships that exist between teachers' visions, advocacy for school improvement, and their contexts. Findings indicate that teachers' visions inform their advocacy, and that advocacy and context are reciprocally related. The principal relationship between vision and context was mediated through teachers' advocacy. Results of this study can further inform the work of teachers, teacher educators, and school leaders in their efforts to improve teaching and learning in their schools.
- Notes:
- Thesis (Ed.D. in Education) -- University of Pennsylvania, 2013.
- Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.
- Adviser: Frances Rust.
- Local Notes:
- School code: 0175.
- ISBN:
- 9781303099274
- Access Restriction:
- Restricted for use by site license.
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