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Social and Philosophical Foundations of Education Commons™
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- Discipline
- Keyword
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- Communities of practice; teacher change; grouping practices; middle school; Community of Practice Model; Wenger; data analysis; (1)
- Educational psychology (1)
- Philosophy (1)
- Sociology (1)
- Sociology; public school administration; principle; middle school principle; assistant principle; autoethnography; leadership; socialization; personal narrative; (1)
Articles 1 - 2 of 2
Full-Text Articles in Social and Philosophical Foundations of Education
The Dialectics Of Teacher Change Within A Community Of Practice, Armand R. Pires
The Dialectics Of Teacher Change Within A Community Of Practice, Armand R. Pires
Master's Theses, Dissertations, Graduate Research and Major Papers Overview
Teacher change is at the heart of school reform. The research on teacher change has been primarily focused on teacher change from an individualistic perspective and has identified three possible paths of teacher change: beliefs precede change, change precedes beliefs, or change is nonlinear and recursive. This study looked at teacher change within a middle school during a time the school was undergoing a district-driven change in student grouping practices.
The study was conducted during the 2009-2010 school year and included ten teachers of science, social studies, and English in a grade 6-8 middle school. A qualitative study approach was …
Becoming An Administrator, F. Patrick Lattuca Iii
Becoming An Administrator, F. Patrick Lattuca Iii
Master's Theses, Dissertations, Graduate Research and Major Papers Overview
This study is part of a limited but growing body of research that examines and describes the social side of pulic school administration. Most training programs that prepare public school administrators are highly effective with regard to providing students the theoretical foundation that surrounds administrative roles, but as the literature illustrates, there is a gap between theory and practice. This autoethnographical dissertation addresse this gap by providing an analytical description of what individuals do when acting as a public school administrator. Specifically, this study follows the transition into an assistant principalship and how the author was socialized into that role