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A case study of teachers' perception...

Baule, Diana.

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A case study of teachers' perceptions of the effect of societal changes on their professional practice.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A case study of teachers' perceptions of the effect of societal changes on their professional practice./
作者:	Baule, Diana.
面頁冊數:	290 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-05, Section: A, page: 1666.
Contained By:	Dissertation Abstracts International63-05A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3052861
ISBN:	0493684506

A case study of teachers' perceptions of the effect of societal changes on their professional practice.
Baule, Diana.

A case study of teachers' perceptions of the effect of societal changes on their professional practice. - 290 p.

Source: Dissertation Abstracts International, Volume: 63-05, Section: A, page: 1666.

Thesis (Ed.D.)--Columbia University Teachers College, 2002.

This qualitative study examined the perceptions of a group of middle school teachers concerning the impact of societal change on their professional practice. Areas explored were: the family; changing morals and values; and shifts in demographics, economics, and technology.

ISBN: 0493684506Subjects--Topical Terms:

626632
Education, Adult and Continuing.

A case study of teachers' perceptions of the effect of societal changes on their professional practice.
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245 1 0 $a A case study of teachers' perceptions of the effect of societal changes on their professional practice.
300 $a 290 p.
500 $a Source: Dissertation Abstracts International, Volume: 63-05, Section: A, page: 1666.
500 $a Sponsor: Victoria Marsick.
502 $a Thesis (Ed.D.)--Columbia University Teachers College, 2002.
520 $a This qualitative study examined the perceptions of a group of middle school teachers concerning the impact of societal change on their professional practice. Areas explored were: the family; changing morals and values; and shifts in demographics, economics, and technology.
520 $a Four assumptions guided this study: (1) societal changes are impacting teachers' professional practice; (2) teachers learn informally to address the impact of these changes; (3) professional development in this area is limited; and (4) the impact of these changes on teachers' work has not been widely acknowledged, particularly by administrators.
520 $a The research was conducted over an eight-year period in a suburb of a major East Coast city, in a socially and economically diverse school. During the first phase in 1992, 26 teachers were interviewed. In 2000, 20 of the original group participated in follow-up interviews. The study's purpose articulated in 1992 was: (1) to better understand how teachers learn informally to identify and respond to societal changes impacting their classrooms; and (2) to identify workplace factors that facilitate or impede their informal learning. In 2000, a third purpose was added: to uncover differences in participants' perceptions regarding previously identified societal changes and their impact from 1992 to 2000. In-depth interviews, critical incident reports, and a review of documents provided the necessary data.
520 $a The findings indicated: (1) specific societal changes were perceived as impacting teachers' practice; (2) some perceptions changed from 1992 to 2000 regarding the impact of several of these changes; (3) not all participants responded to societal change the same way; (4) participants recognized that informal learning inadequately met the increasing demands of their job; (5) several factors facilitated or impeded teachers' workplace learning.
520 $a Principal recommendations fall into two categories: teaching and learning. Professional development programs must be made available, particularly emphasizing the acquisition of technical skills. Teachers should learn about and understand the lives and experiences of people different from themselves. Cultural, social, and economic diversity programs for administrators, students, and staff must be integrated into the daily lives of everyone in the school. Finally, administrators must support the demands of the expanding roles and responsibilities of their teachers.
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