Impact of Comprehensive School Reform on Social Capital and Pedagogical Change

Uekawa, Kazuaki; Aladjem, Daniel K.

doi:10.1207/s10824669espr110304_5

Cited by 5 publications

(7 citation statements)

References 6 publications

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“…2004). Schools are described as complex and loosely coupled organizations (Bidwell 1965; Weick 1976; Uekawa et al. 2006) in which the situations teachers are working in and the types of students they are dealing with have their own uniqueness and inherently unpredictable nature.…”

Section: Professional Development and Teacher Learningmentioning

confidence: 99%

“…Social capital is deemed as an important asset of an organization and the resources available to individuals that can be aggregated and drawn upon to promote change in school (Frank et al 2004). Schools are described as complex and loosely coupled organizations (Bidwell 1965;Weick 1976;Uekawa et al 2006) in which the situations teachers are working in and the types of students they are dealing with have their own uniqueness and inherently unpredictable nature. Hence, teachers are often reluctant to take top-down orders or to strictly follow the manual of practice.…”

Section: Professional Development and Teacher Learningmentioning

confidence: 99%

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Social capital, empowerment and educational change: a scenario of permeation of one‐to‐one technology in school

2010

Computer Assisted Learning

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The standard model of technology diffusion argues that changing teachers' perceptions and epistemological beliefs about the value of an innovation is conducive to successful implementation. It is believed that teachers' receptiveness to technology and a re-conceptualization of its role in teaching and learning can drive the development of new pedagogies and curricula and eventually, bring about a new learning experience. In this paper, we argued that changing teachers' conceptions does not necessarily effect change in their practices and student learning. The results of our case study indicated that the impetus for change comes from the social capital and informal social forces in the school, and that parental support, permeation of technology in student learning and teacher empowerment are pivotal to the success of the implementation.

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Section: Professional Development and Teacher Learningmentioning

confidence: 99%

Section: Professional Development and Teacher Learningmentioning

confidence: 99%

Social capital, empowerment and educational change: a scenario of permeation of one‐to‐one technology in school

2010

Computer Assisted Learning

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“…Providing time for teachers to meet also increases the likelihood that they will have opportunities to learn from and share expertise with colleagues about instruction (Kruse, 2001). Shared planning time can positively influence teachers' perception of the school (Warren & Muth, 1995) and has been linked to classroom implementation of reforms (Supovitz & Turner, 2000;Uekawa, Aladjem, & Zhang, 2006).…”

Section: How People and Places Could Affect The Success Of Alignment mentioning

confidence: 99%

Is alignment enough? Investigating the effects of state policies and professional development on science curriculum implementation

et al. 2008

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Implementation of science curriculum materials has been a fundamental challenge in science education for decades. Policy researchers have argued that alignment of standards, curriculum, and assessment are the key to supporting implementation. This paper focuses on teachers' perceptions of curricular alignment and on curriculum implementation using empirical data from a statewide systemic inquiry science reform effort targeting students from kindergarten to eighth grade. We find that the success of alignment policies depends on teachers' construal of the relationship between standards and curriculum materials and on allocation of time for planning at the school level.

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“…For example, providing time for teachers to meet increases the likelihood that they will have opportunities to learn from and share expertise with colleagues about teaching (Kruse, ). Shared planning time can also positively influence teachers’ perception of the school (Warren & Muth, ) and has been linked to classroom implementation of reforms (Uekawa, Aladjem, & Zhang, ), and a collaborative climate among teachers (Elmore, 2004; Johnson & Willis, ). Unfortunately, research has documented that elementary teachers are less likely to collaborate on technical subjects, such as mathematics and science, than reading and writing (Burch & Spillane, ).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Caught in the Balance: An Organizational Analysis of Science Teaching in Schools With Elementary Science Specialists

Marco-Bujosa

Levy

2016

Science Education

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Elementary schools are under increasing pressure to teach science and teach it well; yet, research documents that classroom teachers must overcome numerous personal and school‐based challenges to teach science effectively at this level, such as access to materials and inadequate instructional time. The elementary science specialist model represents an alternative to the traditional model of classroom teachers providing science instruction. Although changing who teaches science may remove personal challenges, we do not know if the specialist alone can overcome the school‐based challenges to teaching science. This study explored how school supports for science teaching varied across five elementary schools with science specialists through a qualitative comparative case study methodology. Drawing upon theory from organizational studies, school supports were conceptualized as four interrelated dimensions: (1) leadership, (2) resources, (3) culture, and (4) the external environment. Findings indicate that the science specialist model alone is insufficient to overcome school‐based challenges to science teaching. Findings also reveal the potential danger of the specialist model to marginalize science as a content area. Overall, this study clarifies the importance of the principal to provide schoolwide leadership for science and to establish the value of science necessary to support a strong elementary science program.

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Impact of Comprehensive School Reform on Social Capital and Pedagogical Change

Cited by 5 publications

References 6 publications

Social capital, empowerment and educational change: a scenario of permeation of one‐to‐one technology in school

Social capital, empowerment and educational change: a scenario of permeation of one‐to‐one technology in school

Is alignment enough? Investigating the effects of state policies and professional development on science curriculum implementation

Caught in the Balance: An Organizational Analysis of Science Teaching in Schools With Elementary Science Specialists

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