Teachers, researchers, and situated school reform: Circulations of power

Examines teachers' responses to reform efforts prescribed for them as appropriate for reformed schools, considering emerging difficulties when teaching and reform are conceptualized not as situated, but as universal and generalizable in form and intention. Teacher responses to such static refor...

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Bibliographic Details
Published in:Theory into practice 1996-03, Vol.35 (2), p.86-92
Main Author: Miller, Janet L.
Format: Article
Language:English
Subjects:
Change Strategies
Educational administration
Educational Change
Educational reform
Educational research
Elementary School Teachers
Elementary Secondary Education
High school students
High schools
Learning
Pedagogy
Power Structure
Reform Efforts
School Restructuring
Schools
Secondary School Teachers
Teacher Attitudes
Teacher Participation
Teacher Researcher Relationship
Teachers
Theory Practice Relationship
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Summary:Examines teachers' responses to reform efforts prescribed for them as appropriate for reformed schools, considering emerging difficulties when teaching and reform are conceptualized not as situated, but as universal and generalizable in form and intention. Teacher responses to such static reform often replicate power relations circulating in reform discourses. (SM)
ISSN:0040-5841
1543-0421
DOI:10.1080/00405849609543707