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Teachers making meaning of education...

Blakeney, Michael.

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Teachers making meaning of educational change.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teachers making meaning of educational change./
Author:	Blakeney, Michael.
Description:	276 p.
Notes:	Source: Dissertation Abstracts International, Volume: 58-10, Section: A, page: 3780.
Contained By:	Dissertation Abstracts International58-10A.
Subject:	Education, Administration. -
Online resource:	http://wwwlib.umi.com/dissertations/fullcit/9811710
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9811710
ISBN:	0591624818

Teachers making meaning of educational change.
Blakeney, Michael.

Teachers making meaning of educational change. - 276 p.

Source: Dissertation Abstracts International, Volume: 58-10, Section: A, page: 3780.

Thesis (Ph.D.)--New York University, 1997.

Contemporary organizational theory and research about change and school improvement underscore the importance of the meanings individual teachers come to in their professional practice. Weick (1979) described the individual and collective processes through which individuals construct their organizational realities and make sense of their work. Fullan (1991) identified the importance of the subjective meanings teachers bring to their work. Ongoing processes of school improvement are inextricably tied to the enactment and sensemaking processes of teachers. However, most efforts to improve schools ignore the knowledge acquired by teachers. Designs for improvement are established in the district office, state education agencies and other places far from the everyday work of classrooms. The meanings developed by teachers are treated as irrelevant or represent "attitudes" for change agents to change.

ISBN: 0591624818Subjects--Topical Terms:

626645
Education, Administration.

Teachers making meaning of educational change.
LDR:02899nmm 2200325 4500 001 1866375
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008 130614s1997 eng d
020 $a 0591624818
035 $a (UnM)AAI9811710
035 $a AAI9811710
040 $a UnM $c UnM
100 1 $a Blakeney, Michael. $3 1953763
245 1 0 $a Teachers making meaning of educational change.
300 $a 276 p.
500 $a Source: Dissertation Abstracts International, Volume: 58-10, Section: A, page: 3780.
500 $a Chairperson: Terry A. Astuto.
502 $a Thesis (Ph.D.)--New York University, 1997.
520 $a Contemporary organizational theory and research about change and school improvement underscore the importance of the meanings individual teachers come to in their professional practice. Weick (1979) described the individual and collective processes through which individuals construct their organizational realities and make sense of their work. Fullan (1991) identified the importance of the subjective meanings teachers bring to their work. Ongoing processes of school improvement are inextricably tied to the enactment and sensemaking processes of teachers. However, most efforts to improve schools ignore the knowledge acquired by teachers. Designs for improvement are established in the district office, state education agencies and other places far from the everyday work of classrooms. The meanings developed by teachers are treated as irrelevant or represent "attitudes" for change agents to change.
520 $a The purpose of this study was to capture the development of meaning by teachers as they participate in a school improvement effort. Qualitative methods were used to identify the meanings teachers developed about their work. Analyses of interviews with seven teachers in one middle school yielded individual narratives and stories that identified the understandings teachers had acquired about their students and their work. Themes and meta-themes emerged from the transcripts, narratives, and stories that reflect the similarities, differences, and nuances of meaning across teachers. Finally, the organizational constructs of sensemaking and enactment provided an additional analytic construct to probe for additional meanings.
520 $a Findings from this study illustrate that teachers make sense of their work as it relates to students, their classes, teaching teams, administration, and the school-wide context. The meanings that mattered most were close to their primary professional responsibilities in the classroom.
590 $a School code: 0146.
650 4 $a Education, Administration. $3 626645
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0514
690 $a 0533
690 $a 0727
710 2 0 $a New York University. $3 515735
773 0 $t Dissertation Abstracts International $g 58-10A.
790 1 0 $a Astuto, Terry A., $e advisor
790 $a 0146
791 $a Ph.D.
792 $a 1997
856 $u http://wwwlib.umi.com/dissertations/fullcit/9811710
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9811710