Abstract
This is a case study of the effects on the behaviors of those teachers who were selected to reform an urban, inner-city elementary school from within during the first year of implementation. Using field notes gathered from weekly staff meetings, small group meetings, structured interviews and document analyses, researchers in this project found that when given the opportunity for school-based restructuring, teachers pursued teaching practices not previously contained in their teaching repertoire; assumed responsibility for their professional development; became interested in examining their practice and supporting it with documentation; developed direction and commitment to agreed-upon school goals; engaged in collaborative efforts with varying constituencies to accomplish school goals; and questioned district-wide practice in light of their understanding of teaching and learning.
Recommended Citation
Hardy, James T. and Ambrose, Richard
(1993)
"The Effects of a School-University Collaborative Change Project on Teacher Behaviors: A Case Study,"
Mid-Western Educational Researcher: Vol. 6:
Iss.
3, Article 3.
Available at:
https://scholarworks.bgsu.edu/mwer/vol6/iss3/3
