Supporting Community-Oriented Educational Change: Case and Analysis

Creator

Linda Mabry
Laura Ettinger

Files

Publisher

Arizona State University, University of South Florida

Publication Date

April 1999

Abstract

A study of a federally funded program to develop and implement community-oriented social studies curricula and curriculum-based assessments grounds cautions for educational change initiatives. In this case, despite the project director's stated intent to support teachers' desire for instruction regarding local culture and history, top-down support for classroom-level change evidenced insensitivity. Production and implementation of the planned curricula and assessments was obstructed by teacher's lack of cultural identification with the targeted community groups, workload, competing institutional priorities, inadequate communication, and organizational politics. Professional development was sometimes beneficial but more often ineffective - either perfunctory, unnecessary, or disregarded. The findings offer insight regarding education change and a system analysis.

Keywords

Career development, Educational evaluation

Extent

19

Volume

7

Issue

14

Language

English

Media Type

Journals (Periodicals)

Format

Digital Only

Identifier

E11-00126

Creative Commons

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Recommended Citation

Mabry, Linda and Ettinger, Laura, "Supporting Community-Oriented Educational Change: Case and Analysis" (1999). Education Policy Analysis Archives (EPAA). 30.
https://digitalcommons.usf.edu/usf_EPAA/30