coping strategies which are often poor practice will be adopted.
The Concerns-Based Adoption Model (CBAM): A Model for Change in Individuals - 1 views
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SEDL Store - Concerns-Based Adoption Model - 0 views
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The CBAM: A Model of the People Development Process - 1 views
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SEDL - School Context: Bridge or Barrier to Change - 0 views
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Discipline is the overwhelming obstacle to school success.
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According to Gault and Murphy (1987), many American schools claim to practice cultural pluralism, but in reality all students are expected to fit into the white middle class culture. Students with different cultural backgrounds, values, and skills than those generally valued by American schools may be perceived as incapable of performing according to the school's standards.
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Minorities don't care about education. (p. 39)
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Welch (1989) reports that teachers assess advantages and disadvantages of collaborative consultation primarily in terms of how implementation will impact them personally, rather than how it might impact student growth
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For [many students] the main benefit of the school is the opportunity it provides to interact with close friends on a daily basis" (p. 181
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Students will participate, according to Fullan, if they understand, have the necessary skills, and are motivated to try what is expected.
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With teachers unable to explain why they were adopting this innovation, concern increased and parents put an end to the innovation.
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in situations where the school board and the district are actively working together, substantial improvements can be achieved,
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Cynicism and apathy may reflect negative experiences and produce teachers who are unwilling to proceed regardless of the content or quality of the program (Corbett, Dawson, & Firestone, 1984; Fullan, 1991).
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Lasting fundamental change (e.g. changes in teaching practices or the decision making structure) requires understanding and, often, altering the school's culture; cultural change is a slow process.
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Those new to the organization must learn the culture or suffer consequences, such as the feeling of alienation.
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a school can make significant gains, in spite of faculty weaknesses, through sound staff development. Schools, however, commonly fail to have a norm regarding the need for in-service work during implementation (Fullan, 1991)
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sharing a common vision increases the likelihood that school improvement efforts will succeed (Beer, Eisenstat, & Spector, 1990; Deal, 1985; Carlson, 1987; Miles & Louis, 1990; Norris & Reigeluth, 1991; Schlechty & Cole, 1991).
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A cultural norm supporting the involvement of teachers in decisions or plans that will affect them heightens the possibility that changes will be appropriate in a particular setting.
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Not only teachers, but students as well need to internalize the norms of the school improvement culture.
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Students are rarely informed regarding plans in spite of the fact that the plans cannot be carried out successfully when students are not committed to cooperate with the plan, and do not know what to do or how to do it. (Fullan, 1991)
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Negative side effects that may occur from accommodation are students' expectations that accommodations will always be made, a lack of active student engagement with the content of instruction and increased student boredom and apathy (Miller, Leinhardt, & Zigmond, 1988).
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SEDL - School Context: Bridge or Barrier to Change - 0 views
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Those seeking lasting school improvement must face the fact that effective change takes time and resources.
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Funding is also important because underfunding a project may result in the inability to address problems until the next fiscal year (Pink, 1990
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Allowing the time needed for new programs to demonstrate results is often overlooked as a bridge to school improvement. Slavin (1989) points out:
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the cellular organization of schools keeps teachers physically apart from other professionals in the school. This isolation then impacts teacher attitudes and limits the relationships between teachers, students, administrators, and the community -- relationships that are essential factors in the change process.
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Structures in the school that contribute to teacher isolation and the feeling that the individual cannot make a difference are indeed barriers to school improvement efforts.
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Secondary students, in particular, must cope with a structure with which no worker in the real world would be saddled (Shanker, 1989). Shanker (1989) describes some of these conditions: They're put into a room to work with 30 or more of their peers, with whom they cannot communicate. The teacher gives them their tasks, and, when the bell rings 40 or so minutes later, they have to gather up their belongings and head to another "work station" for a whole new set of tasks with a new "supervisor" who has a different personality and, very likely, a different method of operation. This routine is repeated six or seven times a day�All youngsters are expected to have sufficient motivation and self-discipline to get down to serious work on day one in anticipation of a "reward" far down the road -- something most adults need all their fortitude to accomplish. (p. 3)
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Spady (1988) believes that the organization of schools around the calendar, the clock and the schedule, exerts a pervasive influence on the thinking of those who work and study in them. This focus on time, along with the legal mandate to keep students in the custody of the school for fixed periods of time, may result in teachers adopting the unproductive syndromes of "putting in time" and "covering material" (Spady, 1988).
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dropout rate at a school increases one percent for every 400-student increase in the high school population.
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In large schools a breakdown occurs in communication, feedback about performance, and staff involvement in decision making (Hallinger, Bickman, & Davis, 1990).
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According to Fullan (1991), the working conditions of teachers in the vast majority of schools are not conducive to sustained teacher innovation
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To improve teacher performance, the work environment must enhance teachers' sense of professionalism and decrease their career dissatisfaction.
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Sarason (1982) reports that the untested assumption that few others think the same way keeps school staff from expressing ideas for improving the school.
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This vast array of regulations runs counter to the findings of Chubb and Moe (1990), who found that schools with a greater percentage of academically achieving students have "substantial school autonomy from direct external control" (p. 183)
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Basic education policy should be shaped at state and district levels, but the day-to-day decision-making should shift to the local school, according to a report of the Carnegie Foundation (1988). This report concludes that what is needed is school-based authority with accountability at the school level.