Let's see a show of hands: How participation in school reform affects teachers' work

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dc.contributor.author Olszewski, Brandon Troy, 1978-
dc.date.accessioned 2010-05-14T23:21:19Z
dc.date.available 2010-05-14T23:21:19Z
dc.date.issued 2009-06
dc.identifier.uri http://hdl.handle.net/1794/10366
dc.description xv, 224 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. en_US
dc.description.abstract Arguably, the most popular current in school reform today is around "small schools". Small schools reforms are predicated on a body of research that suggests students learn better in smaller schools--or, schools of about 400 students or less--rather than large, "comprehensive" high schools. While existing studies of these reforms highlight the benefits for students and the challenges associated with school restructuring, they avoid a frank discussion of how school change affects teachers. Further, these studies fail to address how the politics of change affect prospects for sustainable success. This project redirects the focus of school reform research back towards teachers' work and the importance of democratic teacher participation via an examination of the Oregon Small Schools Initiative, an Oregon-based small schools reform. Using original survey and interview data, I examine how the politics of reform mediate the effects of school conversion on teachers' work. My data suggest that teachers from schools that engaged in a democratic change process fared better than their peers from schools where change was implemented in a more authoritarian fashion. I found that the relationship between politics and work is largely based on that fact that, in democratic schools, teachers had more power and voice regarding school conversion, and school administrators were more likely to listen to and incorporate teachers' feedback into the restructuring process. By viewing teacher criticism as constructive input--as opposed to simply "resistance"--personnel from democratic schools were better able to decide upon a locally appropriate model of reform that fit the needs of both their teachers and students. en_US
dc.description.sponsorship Committee in charge: Caleb Southworth, Chairperson, Sociology; Kenneth Liberman, Member, Sociology; Robert O Brien, Member, Sociology; K Brigid Flannery, Outside Member, Special Education and Clinical Sciences en_US
dc.language.iso en_US en_US
dc.publisher University of Oregon en_US
dc.relation.ispartofseries University of Oregon theses, Dept. of Sociology, Ph. D., 2009;
dc.subject Teacher's work en_US
dc.subject Collegiality en_US
dc.subject Small schools en_US
dc.subject School reform en_US
dc.subject Educational sociology en_US
dc.subject School administration en_US
dc.subject Secondary education en_US
dc.subject Labor relations en_US
dc.subject Educational change
dc.subject Education, Secondary
dc.title Let's see a show of hands: How participation in school reform affects teachers' work en_US
dc.type Thesis en_US


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