This study examines changes experienced by teachers of youth at socioeconomic risk during and after conducting self-regulation programs with their students. Participants' self-reports were classified into 3 change models. Teachers in the 1st model reported changes in their interaction with the school, their role with the students, and their own…

Education "reforms"' have been accelerated in the last decade in Turkey. Teachers, as the main actors of the education system, have developed a variety of responses to the reforms implemented in the field of education, both individually and collectively. They give directions to the change process in education by means of their trade…

This paper explores teachers' perspectives on the management of mandated educational change in order to understand how it may be managed more effectively. A case study of teachers' responses to the introduction of a quality teaching initiative in two New South Wales schools found that while some teachers described the strong negative impact of…

Guided by theories of institutions, organizations, and sense-making, this manuscript examines how public, charter, and Catholic school staff in a large urban area organize for instruction and respond to educational change. To build theory about institutional processes of "organizing" from participants' perspectives, data included a…

One fifth-grade teacher feels it is unfair if some students learn one thing, while others learn something else. Teachers must agree on some core of specific content and resolve to teach it at appropriate levels. Core Knowledge Sequence for grades 1-6 provides model of grade-by-grade content including literature, U.S. and world civilization,…

Describes difficulties of Saint Paul's Saturn School of Tomorrow from planner, implementor, and evaluator viewpoints. The plan for a citywide, ungraded, downtown middle school called for an extended school year and the latest technology in a completely redesigned building with 4 teachers, 4 interns, and 162 students. Teachers were overworked, test…

Questions some new orthodoxies of British elementary education: fitness for purpose, planning based on subject order requirements, and differentiation (learning described by hierarchical levels). Teachers cannot implement National Curriculum goals without substantive professional development and deeper subject area knowledge. A fruitful change…

A report is given on findings of research studies on how teachers respond to attempts to implement educational innovations. In many cases, teachers believe their future in relation to the innovation is determined not by them, but by some superordinate. Other teacher responses may be the conviction that the change will soon fade away as other fads…

This review summarizes research findings on teacher receptivity to the implementation of changes in the educational system. Models of implementing change should include variables of teacher attitude and appraisal of change and perceived expectations and beliefs about educational issues. (SLD)

Summarizes the findings of several studies and evaluations of South Carolina's Educational Improvement Act. Generally, South Carolina educators claim that the reform movement has created excessive demands on their time, while the benefits of many prescriptive requirements are unclear. Several questions are raised about reform intent versus…

Why do good ideas created and promulgated by bright, dedicated people have no significant, lasting effects on teaching? The answer: reformers meddle in trained teachers' everyday practice--educating students. Few professions take kindly to laypersons forcing reforms in their practices. Any school-restructuring initiative must include teachers in…

This paper reports on an investigation of educator reaction to one state's systemic school reform legislation. Educators have generally been reticent to embrace state-level legislation reform initiatives while simultaneously agreeing with their ultimate goals. Findings are the latest data in a 5-year longitudinal study begun in 1992 that focused…

Teacher use of individualized instruction in physical education was measured by a Level-of-Use interview developed to describe and systematically account for the way that behaviors of individuals change as they grow in their use of an innovation. This technique was developed as a tool to help trainers identify needs of teachers involved in new…

Teacher attitudes toward adopting individualized physical education programs for handicapped children were measured by the Stages-of-Concern questionnaire. This questionnaire was developed as a diagnostic tool for identifying personal reactions to an innovation. These reactions range from mere awareness of the innovation, through personal concerns…

Describes problems implementing California state curriculum guidelines. Problems included inadequate information dissemination and state supervision, inconsistencies with instructional materials, teacher resistance, theoretical disputes, community pressures, and reduced interest in social studies. To increase acceptance, teachers and…