dc.contributor.author	Hill, Lynn T.	en
dc.contributor.committeechair	Fu, Victoria R.	en
dc.contributor.committeemember	Bickley, Steve	en
dc.contributor.committeemember	Marshall-Baker, Anna	en
dc.contributor.committeemember	Stremmel, Andrew J.	en
dc.contributor.committeemember	Niles, Jerome A.	en
dc.contributor.department	Human Development	en
dc.date.accessioned	2014-03-14T20:18:01Z	en
dc.date.adate	1999-11-13	en
dc.date.available	2014-03-14T20:18:01Z	en
dc.date.issued	1999-10-13	en
dc.date.rdate	2000-11-13	en
dc.date.sdate	1999-11-05	en
dc.description.abstract	The purpose of this study was to focus on a teacher-led school reform initiative. Inspired by the Reggio Emilia Approach for Early Childhood Education and committed to constructivist teaching and learning, a group of Middle School teachers embarked on a journey to plan a new way of thinking and being in a Middle School. This ethnographic study utilized observations, interviews, participant action research, and a variety of field texts to capture the story of these remarkable teachers. This case study chronicles the life and work of thirteen teachers, three administrators and two university faculty members as they struggled to make sense of the planning process that was necessary to launch a reform effort. Particular attention was focused on the power, politics, and personalities that both harmonized and conflicted with the work of these reformers. Analysis revealed a passionate desire on the part of the reformers to change the face of schooling and education for children and for themselves. Conflicting forces in opposition to their best efforts included the lack of adequate time to devote to such a cause, institutional and cultural rituals in the school, and a changing political climate in the town in which the reform was initiated. Despite the barriers, this group has been able to achieve a solid sense of community and has been able to stand together as an articulate, knowledgeable, savvy group of educators on behalf of improved education for children. Strengthening their power base through collaboration with the administrators at their school has escalated their effort to the implementation stage. Sharing vision and responsibility, their dream is coming true. Based on lessons learned in the journey with the teachers a model for exploration of process of innovation in context is proposed.	en
dc.description.degree	Ph. D.	en
dc.identifier.other	etd-110599-154931	en
dc.identifier.sourceurl	http://scholar.lib.vt.edu/theses/available/etd-110599-154931/	en
dc.identifier.uri	http://hdl.handle.net/10919/29475	en
dc.publisher	Virginia Tech	en
dc.relation.haspart	timelinep2.pdf	en
dc.relation.haspart	timelinep1.pdf	en
dc.relation.haspart	focusgroupmap2.pdf	en
dc.relation.haspart	LTHillsrealfinal.pdf	en
dc.relation.haspart	focusgroupmap4.pdf	en
dc.relation.haspart	focusgroupmap3.pdf	en
dc.relation.haspart	focusgroupmap1.pdf	en
dc.rights	In Copyright	en
dc.rights.uri	http://rightsstatements.org/vocab/InC/1.0/	en
dc.subject	Politics	en
dc.subject	School Reform	en
dc.subject	Middle School	en
dc.subject	Personalities	en
dc.subject	Power	en
dc.subject	Bottom-up School Reform	en
dc.subject	Reggio Emilia	en
dc.title	TeacherWork: A Journey to Recast the Reggio Emilia Approach for a Middle School Within the Context of Power, Politics, and Personalities	en
dc.type	Dissertation	en
thesis.degree.discipline	Human Development	en
thesis.degree.grantor	Virginia Polytechnic Institute and State University	en
thesis.degree.level	doctoral	en
thesis.degree.name	Ph. D.	en

TeacherWork: A Journey to Recast the Reggio Emilia Approach for a Middle School Within the Context of Power, Politics, and Personalities

Files

Original bundle

Collections