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Implications of teacher empowerment in staff development toward reading curriculum development/implementation. (Volumes I and II).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Implications of teacher empowerment in staff development toward reading curriculum development/implementation. (Volumes I and II)./
作者:	Braunius, Marlene Joy Willink.
面頁冊數:	1 online resource (361 pages)
附註:	Source: Dissertations Abstracts International, Volume: 53-11, Section: A.
Contained By:	Dissertations Abstracts International53-11A.
標題:	Curricula. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9208748click for full text (PQDT)
ISBN:	9798207583266

Implications of teacher empowerment in staff development toward reading curriculum development/implementation. (Volumes I and II).
Braunius, Marlene Joy Willink.

Implications of teacher empowerment in staff development toward reading curriculum development/implementation. (Volumes I and II). - 1 online resource (361 pages)

Source: Dissertations Abstracts International, Volume: 53-11, Section: A.

Thesis (Ph.D.)--Michigan State University, 1991.

Includes bibliographical references

This study focuses upon the determination of one school district to bring about curriculum reform through providing opportunities for teachers to become more active in the decision-making process. That district specifically empowered its teachers to design, write, and implement a new reading curriculum. The overriding research questions addressed within this paper are: How does one district attempt to empower its teachers for reading curriculum change? and What do its teachers require if they are to feel empowered in their attempts to recommend and implement changes in reading instruction? The methodology of this research was qualitative. The researcher's mission was to report: What is happening in this field setting? What do the happenings mean to the participants? What must these participants know in order to do what they do in this setting? How does what is happening here relate to/differ from that found in other places at other times? The three components which Maeroff (1988) identified as essential to empowering teachers (boosting status, increasing knowledge, and providing access to decision-making) formed the framework for the research data. Cited evidence confirmed the presence of these three aspects within the district studied. Against that backdrop, empowering and disempowering aspects of three types of staff development aimed toward implementing innovation in the area of reading curriculum were highlighted: (1) a top down model, where an outside expert was brought in; (2) an interactive model, where on-site trainers conducted voluntary Reading Strategy Inservices; (3) a bottom-up model, where a Reading Support Group was formed in keeping with the characteristics of a humanistic teacher center. Deterrents and contributors to empowerment in each model were noted. The study specifically demonstrated that the Reading Support Group represented one type of staff development that has the potential for empowering its participants, and the path to empowerment for that specific group was traced in detail. This document concludes with a number of implications and recommendations related to empowerment, staff development, and implementation issues.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798207583266Subjects--Topical Terms:

3422445
Curricula.
Subjects--Index Terms:

readingIndex Terms--Genre/Form:

542853
Electronic books.

Implications of teacher empowerment in staff development toward reading curriculum development/implementation. (Volumes I and II).
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