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The Perceptions and Experience of Sc...

Wiggins, Phyllis-Marie.

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The Perceptions and Experience of School Reform as enacted by African American Retired Teachers.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The Perceptions and Experience of School Reform as enacted by African American Retired Teachers./
Author:	Wiggins, Phyllis-Marie.
Description:	238 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .
Contained By:	Dissertation Abstracts International72-08A.
Subject:	African American Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3457766
ISBN:	9781124687476

The Perceptions and Experience of School Reform as enacted by African American Retired Teachers.
Wiggins, Phyllis-Marie.

The Perceptions and Experience of School Reform as enacted by African American Retired Teachers. - 238 p.

Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .

Thesis (Ed.D.)--Walden University, 2011.

The purpose of this phenomenological study was to explore the lived experiences of African American retired teachers who have prior experience with enacting school reforms in public schools. The research questions explore how retired African American educators perceive and describe their experiences with school reform and how their experiences can be used to improve teacher training programs designed to help teachers adapt to school reform. Conceptually, this study was framed within the context that stories are an effective way to communicate experiences, as supported by Dewey and Erickson. Data were collected through a series of interviews. Initially, a line by line analysis was conducted on the responses of 12 respondents who were chosen from a large metropolitan area based upon their designation as retirees and their willingness to participate. Each interview question was coded for specific information. Each code was derived as a result of repetitive analysis with a goal of identifying patterns and drawing out as much information as possible about the respondents' lived experiences with educational reform. The results of the study suggest that listening to retirees is an effective way to evaluate previous reforms and gather, from the perspectives of those who lived through them, information about how they were implemented. The retirees were eager to use their experiences to convey messages of hope and give advice to preservice and in-service teachers about strategies to use when adapting to educational reforms. This study contributes to positive social change by providing suggestions to improve professional development programs, which could lead to better teaching experiences for preservice and in-service teachers and higher recruitment and retention rates for minority educators.

ISBN: 9781124687476Subjects--Topical Terms:

1669123
African American Studies.

The Perceptions and Experience of School Reform as enacted by African American Retired Teachers.
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500 $a Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .
500 $a Adviser: Norman G. Shepherd.
502 $a Thesis (Ed.D.)--Walden University, 2011.
520 $a The purpose of this phenomenological study was to explore the lived experiences of African American retired teachers who have prior experience with enacting school reforms in public schools. The research questions explore how retired African American educators perceive and describe their experiences with school reform and how their experiences can be used to improve teacher training programs designed to help teachers adapt to school reform. Conceptually, this study was framed within the context that stories are an effective way to communicate experiences, as supported by Dewey and Erickson. Data were collected through a series of interviews. Initially, a line by line analysis was conducted on the responses of 12 respondents who were chosen from a large metropolitan area based upon their designation as retirees and their willingness to participate. Each interview question was coded for specific information. Each code was derived as a result of repetitive analysis with a goal of identifying patterns and drawing out as much information as possible about the respondents' lived experiences with educational reform. The results of the study suggest that listening to retirees is an effective way to evaluate previous reforms and gather, from the perspectives of those who lived through them, information about how they were implemented. The retirees were eager to use their experiences to convey messages of hope and give advice to preservice and in-service teachers about strategies to use when adapting to educational reforms. This study contributes to positive social change by providing suggestions to improve professional development programs, which could lead to better teaching experiences for preservice and in-service teachers and higher recruitment and retention rates for minority educators.
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710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 72-08A.
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