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Teacher participation in small learn...

Showalter, Joseph W.

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Teacher participation in small learning communities: A structurational view of communication, agency, and democracy.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teacher participation in small learning communities: A structurational view of communication, agency, and democracy./
作者:	Showalter, Joseph W.
面頁冊數:	324 p.
附註:	Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1673.
Contained By:	Dissertation Abstracts International62-05A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3014478
ISBN:	0493250379

Teacher participation in small learning communities: A structurational view of communication, agency, and democracy.
Showalter, Joseph W.

Teacher participation in small learning communities: A structurational view of communication, agency, and democracy. - 324 p.

Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1673.

Thesis (Ph.D.)--Temple University, 2001.

Part of Philadelphia's Children Achieving Action Design mandated the reorganization of schools into small learning communities (SLCs). This study is an investigation of how the participation of teachers in the SLCs affected their ability to be effective agents. In the context of this study, agency is extended to include Anthony Giddens' (1984) concept of transformative capacity.

ISBN: 0493250379Subjects--Topical Terms:

626645
Education, Administration.

Teacher participation in small learning communities: A structurational view of communication, agency, and democracy.
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500 $a Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1673.
500 $a Adviser: Novella Keith.
502 $a Thesis (Ph.D.)--Temple University, 2001.
520 $a Part of Philadelphia's Children Achieving Action Design mandated the reorganization of schools into small learning communities (SLCs). This study is an investigation of how the participation of teachers in the SLCs affected their ability to be effective agents. In the context of this study, agency is extended to include Anthony Giddens' (1984) concept of transformative capacity.
520 $a Structuration theory (Giddens,1979,1984) provided the conceptual framework for this study. According to structuration theory, social action and its consequences constitute the structure of social systems; structure is therefore both the medium and the outcome of members' praxis. The duality of structure considers how actors use resources and their position within the social system to bring meaning and establish normative rules and expectations.
520 $a Teachers from four SLCs in two Philadelphia public elementary schools participated in the study. Interviews, observations, field notes, and School District documents were the sources of data for the study. Factors affecting teachers' ability to be effective agents were identified and categorized. An interpretative analysis of the data was conducted using dimensions of structuration theory.
520 $a Implementation of the SLCs was found to have unintended and contradictory consequences. Factors included the persistence of existing social and organizational structures, agenda-setting by the principals and School District, and teachers' desire to maintain autonomy. Personal relationships and interaction between teachers in the SLC and the small learning community coordinator (SLCC) in one school became a substitute for community. The role position of the SLCCs as teacher-leaders allowed the principal to control the dialogue of change. Teachers used familiar practices that promoted individual interests over group interaction, consequently maintaining existing power structures and the status quo.
520 $a At the second school, a pre-determined agenda for decision-making established practices for SLC meetings that produced inconsequential decisions. Teachers exercised the dialectic of control through nonparticipation or simply going through the motions of decision-making. The study's findings suggest that participation and “fair” procedures do not always promote the interests of members. Transformation for members will result when members see a shift in their roles through the establishment of dialogue, trust and recognition.
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