• myGriffith
    • Staff portal
    • Contact Us⌄
      • Future student enquiries 1800 677 728
      • Current student enquiries 1800 154 055
      • International enquiries +61 7 3735 6425
      • General enquiries 07 3735 7111
      • Online enquiries
      • Staff phonebook
    View Item 
    •   Home
    • Griffith Theses
    • Theses - Higher Degree by Research
    • View Item
    • Home
    • Griffith Theses
    • Theses - Higher Degree by Research
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

  • All of Griffith Research Online
    • Communities & Collections
    • Authors
    • By Issue Date
    • Titles
  • This Collection
    • Authors
    • By Issue Date
    • Titles
  • Statistics

  • Most Popular Items
  • Statistics by Country
  • Most Popular Authors
  • Support

  • Contact us
  • FAQs
  • Admin login

  • Login
  • Commitment to Change: Teachers' Actualised Commitment to Small Learning Communities in a Bronx High School

    Thumbnail
    View/Open
    Coleston_2012_02Thesis.pdf (6.411Mb)
    Author(s)
    Coleston, Robyn Wendy
    Primary Supervisor
    Bartlett, Brendan
    Other Supervisors
    Chester, Ivan
    Year published
    2012
    Metadata
    Show full item record
    Abstract
    My purpose in this study was to investigate teachers’ commitment to educational reform in the context of changes that followed ratification of the No Child Left Behind Act (2002) as systems and schools pursued educational reforms intended to improve students’ achievement. I began with an examination of educational change literatures, which showed that systematic observations of where teachers were placed in reform agendas in relation to knowledge and utilisation of their commitment to change seemed relatively under-theorised and thus through this study I hoped to advance the understanding of that commitment. A provisory ...
    View more >
    My purpose in this study was to investigate teachers’ commitment to educational reform in the context of changes that followed ratification of the No Child Left Behind Act (2002) as systems and schools pursued educational reforms intended to improve students’ achievement. I began with an examination of educational change literatures, which showed that systematic observations of where teachers were placed in reform agendas in relation to knowledge and utilisation of their commitment to change seemed relatively under-theorised and thus through this study I hoped to advance the understanding of that commitment. A provisory schema derived from this review of educational change research, organisational change literature and my own experience as an educator guided the research and evolved as the study unfolded. With the addition of data from this study, the framework was adjusted to model teachers’ commitment to change as a multi-layered phenomenon with particular predictive power invested in personal and contextual factors. The study was undertaken at a large comprehensive high school in the Bronx. The school had been deemed by the New York State Department of Education to be a “School in Need of Improvement”. Under this determination, the school’s administration had five years to meet Annual Yearly Progress targets or face federal intervention. To deter intervention, the principal took a decision in consultation with the regional superintendent and teachers of the school, to restructure it into Small Learning Communities (SLCs).
    View less >
    Thesis Type
    Thesis (PhD Doctorate)
    Degree Program
    Doctor of Philosophy (PhD)
    School
    School of Education and Professional Studies
    DOI
    https://doi.org/10.25904/1912/2306
    Copyright Statement
    The author owns the copyright in this thesis, unless stated otherwise.
    Item Access Status
    Public
    Note
    Page v has been scanned. The original contained a signature.
    Subject
    Teachers' commitment
    Educational reform
    No Child Left Behind Act (2002)
    Small learning communities (SLC)
    Publication URI
    http://hdl.handle.net/10072/365536
    Collection
    • Theses - Higher Degree by Research

    Footer

    Disclaimer

    • Privacy policy
    • Copyright matters
    • CRICOS Provider - 00233E

    Tagline

    • Gold Coast
    • Logan
    • Brisbane - Queensland, Australia
    First Peoples of Australia
    • Aboriginal
    • Torres Strait Islander