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Diffusion of instructional innovatio...

Ramirez, Heidi A.

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Diffusion of instructional innovations in schools: The case of knowledge for teaching reading to English language learners.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Diffusion of instructional innovations in schools: The case of knowledge for teaching reading to English language learners./
作者:	Ramirez, Heidi A.
面頁冊數:	369 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0137.
Contained By:	Dissertation Abstracts International66-01A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3162319
ISBN:	0496960113

Diffusion of instructional innovations in schools: The case of knowledge for teaching reading to English language learners.
Ramirez, Heidi A.

Diffusion of instructional innovations in schools: The case of knowledge for teaching reading to English language learners. - 369 p.

Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0137.

Thesis (Ph.D.)--Stanford University, 2005.

Education researchers and reformers tend to act with considerable confidence that when valuable knowledge is identified and made available, diffusion and use will naturally follow. How instructional knowledge is actually spread and implemented in classrooms is little understood. Through qualitative research complemented by teacher survey data and modified social network analysis, this paper describes two schools' efforts to implement a specific set of strategies for teaching reading (and English) to English language learners (ELLs). In particular, (1) the nature of knowledge to which teachers have access---how instructional theory is translated into teacher resources; (2) how teachers interact---the nature of teacher social networks (e.g., in grade-level teams, mentoring and coaching, and friendship ties); and (3) the implications of each on the use of targeted knowledge are examined.

ISBN: 0496960113Subjects--Topical Terms:

626654
Education, Sociology of.

Diffusion of instructional innovations in schools: The case of knowledge for teaching reading to English language learners.
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245 1 0 $a Diffusion of instructional innovations in schools: The case of knowledge for teaching reading to English language learners.
300 $a 369 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0137.
500 $a Adviser: Guadalupe Valdes.
502 $a Thesis (Ph.D.)--Stanford University, 2005.
520 $a Education researchers and reformers tend to act with considerable confidence that when valuable knowledge is identified and made available, diffusion and use will naturally follow. How instructional knowledge is actually spread and implemented in classrooms is little understood. Through qualitative research complemented by teacher survey data and modified social network analysis, this paper describes two schools' efforts to implement a specific set of strategies for teaching reading (and English) to English language learners (ELLs). In particular, (1) the nature of knowledge to which teachers have access---how instructional theory is translated into teacher resources; (2) how teachers interact---the nature of teacher social networks (e.g., in grade-level teams, mentoring and coaching, and friendship ties); and (3) the implications of each on the use of targeted knowledge are examined.
520 $a Teachers simultaneously participate in a variety of advice ties---for materials, curriculum pacing, solving bureaucratic problems, etc.---based on the demands of the moment. Unfortunately, most of these interactions, formal and informal, are instrumentally, not instructionally, focused. Conversations about, and thus actual practice, are limited by teachers' general inability to (1) articulate clear goals for practice, not just student performance; (2) accurately describe their instructional practice; and (3) recognize gaps between real and ideal practice.
520 $a The nature of accessible knowledge (know-about, know-how, know-how in authentic contexts) and its codification also have implications for teacher use. Attention to how-to knowledge often results in clear steps and scripts for teachers and greater likelihood of strategies use, but absent a theoretical base, the quality of the implementation and its promise of achieving desired goals suffer.
520 $a For education research, this paper suggests the need for a more complex, fragmented perspective on teacher culture (beyond grade- or department-level sub-communities) and more sophisticated measures of classroom implementation of theory-based strategies. For practice, findings suggest that teacher networks can be exploited, including selecting teacher coaches with consideration of individuals' locations in instructional advice networks and identifying dominant network types to understand teacher needs. Finally, while codification and simplification of knowledge increase its diffusion, they also affect the depth of implementation. A balance in types of knowledge provided is recommended.
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