(In)Fidelity: What the Resistance of New Teachers Reveals about Professional Principles and Prescriptive Educational Policies
Tóm tắt
In this article, Betty Achinstein and Rodney Ogawa examine the experiences of two new teachers who resisted mandated "fidelity" to Open Court literacy instruction in California. These two case studies challenge the portrayal of teacher resistance as driven by psychological deficiency and propose instead that teachers engage in "principled resistance" informed by professional principles. They document that within prescriptive instructional programs and control-oriented educational policies, teachers have a limited ability to implement professional principles, including diversified instruction, high expectations, and creativity. In this environment, teachers who resist experience professional isolation and schools experience teacher attrition. Through these two cases, Achinstein and Ogawa express concern about the negative impact of educational reforms that are guided by technical and moralistic control.
Từ khóa
Tài liệu tham khảo
California Department of Education. (1999). Reading/language arts framework for California public schools: Kindergarten through grade twelve. Sacramento: Author.
Coburn, C. (2001). Making sense of reading: Logics of reading in the institutional environment and the classroom. Unpublished doctoral dissertation, Stanford University, Stanford, CA.
Doyle, W. (1986). Classroom organization and management. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 392–431). New York: Macmillan.
Eisenhart, M. A., & Howe, K. R. (1992). Validity in educational research. In M. D. LeCompte, W. L. Millroy, & J. Preissle (Eds.), The handbook of qualitative research in education (pp. 643–681). San Diego: Academic Press.
Feiman-Nemser, S., & Floden, R. E. (1986). The cultures of teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 505–526). New York: Macmillan.
Grossman, P., Thompson, C. S., & Valencia, S. W. (2002). Focusing the concerns of new teachers: The district as teacher educator. In A. M. Hightower, M. S. Knapp, J. A. Marsh, & M. W. McLaughlin (Eds.), School districts and instructional renewal (pp. 129–142). New York: Teachers College Press.
Hargreaves. A. (1994). Changing teachers, changing times. New York: Teachers College Press.
Moore, S., Goodson, I., & Hargreaves, A. (in press). Teacher nostalgia and the sustainability of reform: Degeneration of teachers' missions, memory, and meaning. Education Administration Quarterly.
National Board for Professional Teaching Standards. (n.d.). What teachers should know and be able to do. Detroit: Author.
Nemeth, C. J. (1989). Minority dissent as a stimulant to group performance. Address to the First Annual Conference on Group Processes and Productivity, Texas A & M University, College Station, TX.
Ogawa, R. T., Sandholtz, J. H., Martinez-Flores, M., & Scribner, S. (2003). The substantive and symbolic consequences of a district's standards-based curriculum. American Educational Research Journal, 40, 147–156.
Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage.
Rowan, B., & Miskel, C. G. (1999). Institutional theory and the study of educational organizations. In J. Murphy & K. S. Louis (Eds.), Handbook of research on educational administration (2nd ed., pp. 359–383). San Francisco: Jossey-Bass.
Schempp, P. G., Sparkes, A., & Templin, T. (1993). The micropolitics of teacher induction. American Educational Research Journal, 30, 447–472.