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Dissertation
Teaching practice and style in the context of change in an urban school district
Doctor of Philosophy (Ph.D.), Drexel University
May 2004
DOI:
https://doi.org/10.17918/etd-306
Abstract
School districts are constantly confronted with change stemming from the social, economic and political pressures of our society. Much of this change impacts the very core of school organizations; especially those deeply entrenched within schools, such as teachers. Despite the successive waves of change, teachers make a critical difference in what children learn (Education Trust, 1999). The focus of this study was to examine how teachers continue to provide good educational practice by adapting their own teaching style during a period of change within an urban school district. A mixed methodology design, which includes both quantitative and qualitative methods, was used in this study. There were three significant findings in this study. The first significant finding revealed there is a correlation between teachers' style or creativity and their practice or effectiveness. The second finding is that although teachers have the appropriate learning environment, including books, writing materials and equipment, they are not using these materials to engage students in learning with great frequency. The third finding is that although teachers view change as difficult, frustrating and overwhelming, they find creative ways to cope with the continuous change in the school district. These findings have significant implications for the professional development and training of teachers.
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Details
- Title
- Teaching practice and style in the context of change in an urban school district
- Creators
- Janet C. Samuels - DU
- Contributors
- Liz Haslam (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Philosophy (Ph.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 306; 991014632516404721