Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3550
Title: The Distribution of Resources and Expertise and the Implementation of Schoolwide Reform Initiatives
Authors: Penuel, William R.
Frank, Kenneth A.
Krause, Ann
Issue Date: Jun-2006
Publisher: International Society of the Learning Sciences
Citation: Penuel, W. R., Frank, K. A., & Krause, A. (2006). The Distribution of Resources and Expertise and the Implementation of Schoolwide Reform Initiatives. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 1 (pp. 522-528). Bloomington, Indiana, USA: International Society of the Learning Sciences.
Abstract: Using a sample of 499 teachers from 23 schools engaged in locally-designed schoolwide reform initiatives, we analyzed how well access to expertise predicted the influence of reforms on teachers' practice. We relied on longitudinal data obtained from two surveys of teachers' social networks and self-reported effects of their school's initiative on their practice. Among resources analyzed, we found that access to materials and time for collaboration per se were not predictive of teacher change, but reported access to mentors and coaches was. We also found that when teachers received help from colleagues who had already been implementing their school's initiative, they were significantly more likely to change their practice. Taken together, these two findings suggest that interactions with colleagues function as continually changing resources that help individuals interpret and apply the demands of initiatives for their own practice, helping reduce variability in reform implementation.
URI: https://doi.dx.org/10.22318/icls2006.522
https://repository.isls.org//handle/1/3550
Appears in Collections:ICLS 2006

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