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Reforming Reading, Writing, and Mathematics: Teachers' Responses and the Prospects for Systemic Reform book cover

1st Edition

Reforming Reading, Writing, and Mathematics Teachers' Responses and the Prospects for Systemic Reform

By S.G. Grant Copyright 1998
256 Pages
by Routledge

250 Pages
by Routledge

256 Pages
by Routledge
Also available as eBook on:
In this book S.G. Grant reports his study of how four Michigan elementary school teachers manage a range of reforms (such as new tests, textbooks, and curriculum frameworks) in three different school subjects (reading, writing, and mathematics). Two significant findings emerge from his comparison of these responses: teachers' responses vary across classrooms (even when they teach in the same... Read more
Contents: Preface. Part I: Teachers, Reforms, and Systemic Change. Teachers and Reforms. Michigan: A Case of Systemic Reform. Part II: Cases of Teachers, Schools, and Reforms. Prologue: The Derry School District and Donnelly-King Elementary School. Going It Alone: The Case of Bonnie Jones. A Paradox of Talk and Practice: The Case of Frank Jensen. Epilogue: Variation in Teachers' Responses to Reforms: Bonnie Jones and Frank Jensen. Prologue: The Hamilton School District, Sanford Heights Elementary School, and Sheldon Court Academic Center. The Center Holds: The Case of Marie Irwin. Seeking a Balance: The Case of Paula Goddard. Epilogue: Variation in Teachers' Responses to Reforms: Marie Irwin and Paula Goddard. Part III: Understanding Reform and Change. The Interaction of Personal, Organizational, and Policy Factors: Explaining the Variation in Teachers' Responses. If the Problem Is Systemic, Is the Solution? Considering the Prospects for Systemic Reform. Looking Ahead: The Prospects for Systemic Reform and Change in U.S. Schools. Appendix: Research Design.

Biography

Grant, S.G.

"The chapters are valuable for researchers and graduate students in education hoping to gain understanding of the theories that support connections between language use and learning, research methodologies, constructs, and issues in the area of classroom discourse."
—CHOICE

"...provides important empirical accounts of the likely effects of policy and organization-driven reforms at the level of teaching and teachers...and illuminates several important issues related to systemic reform, subject matter teaching, elementary teaching, and teacher change, learning, and improvement....Its unique contribution is the exploration of elementary teachers attempting to respond to multiple calls for reform in several core subject areas."
—Gary Sykes
Michigan State University

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