In this study we identified a set of change leadership functions, including sustaining a vision for change, encouraging staff, modifying standard operating procedures, and monitoring progress. This study of program change in 8 schools-4 that successfully institutionalized Elias and Clabby's Social Problem Solving (SPS) program, 3 that only institutionalized it in a token form, and 1 that institutionalized it among a subset of teachers-provided evidence that these functions do contribute to change. Data came from interviews with 8 principals, 24 teachers, 3 district informants, and SPS staff. Our results also suggested that these functions are performed redundantly by people in a variety of overlapping roles, including central office personnel, principals, teachers, and outside consultants rather by any "heroic leader." Implications for teacher leadership are discussed.

Who's in Charge Here? Sources of Leadership for Change in Eight Schools

This paper explores the phenomenon of district use of state reform. Past research suggests that local districts will comply minimally with mandates and respond to inducements with varying degrees o...

Using Reform: Conceptualizing District Initiative:

The RATE Project: A Profile of Teacher Education Students.

Presumably teacher education programs should be guided by theories of learning to teach. This paper reports the results of analyzing documents and interviews about one program (probably fairly typical) from the perspective of two theories of learning. We find some evidence consistent with each theory, more that is inconsistent. Overall, the program does not correspond closely to either theory. It produces confused messages and disappointing results for prospective teachers. Implications for the design of teacher education are discussed. A comment by the program director is appended that explores further the dilemmas discussed in the main paper.

Learning to Teach: developing expertise or rite of passage?

In this paper, we advocate infusing diversity training across physical education teacher education (PETE) programs and curricula (DeSensi, 1995). Specifically, we call for PETE programs to provide curriculum content and professional socialization experiences that enhance intercultural sensitivity to better prepare novice teachers for working effectively with students of various cultures and ethnicities (DeSensi, 1995; Hodge, 2003). We discuss (a) changing demographics in society and schools with implications for preparing teachers, (b) moving from ethnocentricism to ethnorelativism of intercultural sensitivity, (c) implementing NCATE diversity initiatives, (d) infusing diversity training in PETE programs, and (e) understanding physical activity and sport participation patterns of a diversity of learners and athletes. We also provide some closing arguments for implementing diversity training in PETE programs.

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From Colorblindness to Intercultural Sensitivity: Infusing Diversity Trainingin PETE Programs

During the past decade a small but consistent literature has evolved that emphasizes the importance of administrative support for educational change efforts. Yet no empirical definition exists as t...

The Meaning of Administrative Support

Jack Turner Coordinator of Inservice Education Teacher Corps Project University of Oregon Eugene, Oregon T he demand or need to improve inservice education for school personnel has existed many years. Currently, the demand or need is increasing at an accelerating rate for three reasons. First, with declining enrollments and related reductions in the work force, schools must emphasize developing current human resources over hiring new ones. Second, as the demands for educational reform (e.g., instruction in basic skills, career education, integration of more pluralistic student groups into the mainstream) have grown louder, more schools have attempted to implement new programs that require new attitudes and skils on the part of current staf. Third, traditional practices for organizing inservice education and times of scarce resources have rendered many would-be providers of inservice impotent. In this paper we discuss several issues that deserve consideration in efforts to improve inservice. First, we present and challenge several assumptions currently held by many inservice planners and deliverers. Second, we present our view of effective inservice practices. Finally, we describe what must be done to construct an appropriate inservice system. Throughout, we emphasize that breaking through conceptual and implementation problems requires understanding current relationships among an array of variables that impact on inservice and recognizing the potential synergistic effect that can result from new relationships among those variables.

Inservice education and the six o'clock news

The RATE Project: A Profile of Teacher Education Institutions.

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Richard I. Arends

Papers

The Meaning of Administrative Support

Inservice education and the six o'clock news

The RATE Project: A Profile of Teacher Education Institutions.

The Educational Dean: An Examination of Behaviors Associated with Special Projects.

Of Principals and Projects