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ERIC Number: EJ1336077
Record Type: Journal
Publication Date: 2019
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1175-8708
EISSN: N/A
Available Date: N/A
Agency as the Achievement of Reform Ownership: A Case Study of Two Middle School Teachers' Participation in the Pathway Project
Godfrey, Lauren; Olson, Carol Booth
English Teaching: Practice and Critique, v18 n2 p249-262 2019
Purpose: The purpose of this study is to explore how, through the cultivation of reform ownership in the professional development (PD) program, the Pathway Project, agency was achieved for the development of teacher professionalism and teacher expertise in the cases of Mrs. Cruz and Mrs. Keyes. This, in turn, provided opportunities to advance student learning. Design/methodology/approach: Multiple sources of data (focused classroom observations, semi-structured interviews and collected artifacts) were analyzed through a case study approach to understand the processes by which an agentic context materialized for these two teachers. Findings: The authors identified the following three stages in the cultivation of reform ownership in the cases of Mrs. Cruz and Mrs. Keyes--emerging; developing; and deepening. Each of these stages proved critical to the achievement of agency for the development of teacher professionalism, teacher expertise and student learning. Originality/value: The cases of Mrs. Cruz and Mrs. Keyes offer a renewed vision of the ways in which teachers can achieve agency in the current reform environment. Given the proliferation of reform efforts within today's educational landscape, their cases suggest that PD developers take seriously the responsibility of cultivating reform ownership for the achievement of agency and deep and lasting change.
Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A