Pub Date : 2022-06-21DOI: 10.37119/ojs2022.v27i2b.618
S. Cardinal
This article documents how my cultural identity as a Métis woman is inherently linked to Michif words and phrases that originate from the land. Through the Michif language I continue to situate myself directly on the Saskatchewan prairie landscape. And it is because of the collective efforts of Michif speakers and Métis Old Ones who work tirelessly toward the rejuvenation of Michif language that I have been led toward working within the healing landscape which I now occupy. Keywords: Métis land claim, Métis rights, Métis self-government, Métis Nation
{"title":"Our Language is From the Land: niinyanaan nutr piyii la laange","authors":"S. Cardinal","doi":"10.37119/ojs2022.v27i2b.618","DOIUrl":"https://doi.org/10.37119/ojs2022.v27i2b.618","url":null,"abstract":"This article documents how my cultural identity as a Métis woman is inherently linked to Michif words and phrases that originate from the land. Through the Michif language I continue to situate myself directly on the Saskatchewan prairie landscape. And it is because of the collective efforts of Michif speakers and Métis Old Ones who work tirelessly toward the rejuvenation of Michif language that I have been led toward working within the healing landscape which I now occupy.\u0000 Keywords: Métis land claim, Métis rights, Métis self-government, Métis Nation","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"4 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86170133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-21DOI: 10.37119/ojs2022.v27i2b.615
Tammy Ratt
miskâsowin askîhk is a nêhiyawêwin word that translates roughly “as finding oneself on the land.” Throughout this paper, I aim to tell a story about the journey I have taken on the land, with the language. The paper also addresses a process of coming to find myself throughout these experiences and relationships with land and language. Through my stories on the land, I have learned that I belong to the land and that the land teaches me. The article also shares what I have learned from Elders, Knowledge Keepers and literature. Namely, learning language on the land, with the land's resources, is an effective way to revitalize language and reclaim Indigenous identity in a balanced way. I finish this paper with the description of a project that I would like to research further. The project involves hand making beaded leather mitts while learning to speak nêhiyawêwin. This project is connected to asōnamēkēwin, a word in nêhiyawêwin that means that it is our responsibility to pass on knowledge that we learn. This is another important nêhiyawêwin phrase that guides me on this journey. It is my responsibility and I pass this responsibility onto anybody that I teach, to teach what they learn. Keywords: land-based learning, Cree language learning, language revitalization, best practices
{"title":"Miskasowin askîhk: Coming to Know Oneself on the Land","authors":"Tammy Ratt","doi":"10.37119/ojs2022.v27i2b.615","DOIUrl":"https://doi.org/10.37119/ojs2022.v27i2b.615","url":null,"abstract":"miskâsowin askîhk is a nêhiyawêwin word that translates roughly “as finding oneself on the land.” Throughout this paper, I aim to tell a story about the journey I have taken on the land, with the language. The paper also addresses a process of coming to find myself throughout these experiences and relationships with land and language. Through my stories on the land, I have learned that I belong to the land and that the land teaches me. The article also shares what I have learned from Elders, Knowledge Keepers and literature. Namely, learning language on the land, with the land's resources, is an effective way to revitalize language and reclaim Indigenous identity in a balanced way. I finish this paper with the description of a project that I would like to research further. The project involves hand making beaded leather mitts while learning to speak nêhiyawêwin. This project is connected to asōnamēkēwin, a word in nêhiyawêwin that means that it is our responsibility to pass on knowledge that we learn. This is another important nêhiyawêwin phrase that guides me on this journey. It is my responsibility and I pass this responsibility onto anybody that I teach, to teach what they learn.\u0000 Keywords: land-based learning, Cree language learning, language revitalization, best practices","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"47 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90952723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-21DOI: 10.37119/ojs2022.v27i2b.616
Krissy Bouvier-Lemaigre
This paper will explore the history and present-day land use, and the islands and rivers located around Île à la Crosse, Saskatchewan. I will share how storytelling and spiritual ecology have always connected the people of Île à la Crosse to these landscapes and waterways. The knowledges that have been passed on to me through oral storytelling and research have been written in this paper. Learning these stories and histories shapes our identity as Indigenous peoples. Keywords: asônimâkêwin, Île à la Crosse, Métis, Michif, land, Sâķitawak, spirituality, spiritual ecology, waterways
本文将探讨历史和当今的土地利用，以及岛屿和河流位于Île la Crosse，萨斯喀彻温省。我将分享讲故事和精神生态如何始终将Île la Crosse的人们与这些景观和水道联系在一起。通过口述故事和研究传递给我的知识都写在了这篇论文中。学习这些故事和历史塑造了我们作为土著人民的身份。关键词:asônimâkêwin， Île Île la Crosse, m录影带，Michif，土地，Sâķitawak，灵性，精神生态，水路
{"title":"Asônimâkêwin: Passing on What We Know","authors":"Krissy Bouvier-Lemaigre","doi":"10.37119/ojs2022.v27i2b.616","DOIUrl":"https://doi.org/10.37119/ojs2022.v27i2b.616","url":null,"abstract":"This paper will explore the history and present-day land use, and the islands and rivers located around Île à la Crosse, Saskatchewan. I will share how storytelling and spiritual ecology have always connected the people of Île à la Crosse to these landscapes and waterways. The knowledges that have been passed on to me through oral storytelling and research have been written in this paper. Learning these stories and histories shapes our identity as Indigenous peoples.\u0000Keywords: asônimâkêwin, Île à la Crosse, Métis, Michif, land, Sâķitawak, spirituality, spiritual ecology, waterways","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"59 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74377209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-16DOI: 10.37119/ojs2022.v27i2a.523
Candy Skyhar, A. Farrell
Many professional women educators make the transition from school settings to academe after significant graduate work in their field(s). This transition, which often occurs on a mid- to late-career trajectory, places such individuals within liminal spaces on many levels as they inevitably must navigate unfamiliar, often alien, territory that frequently does not recognize or respect the experiences with which they enter their new university contexts. The collaborative autoethnographic study we embarked upon involved examining our own experiences of making this transition. By revisiting an academic year’s worth of recorded conversations and analyzing them through an ecofeminist lens, we considered the lessons we had learned through engaging in a program renewal process and designing and co-teaching new courses in our first few years as faculty, as well as how these lessons impacted our emerging identities as new teacher educators. Our findings included three broad lessons learned: Beware of Institutionally Invisible Work; This is not High School, Dorothy; and Two Heads and Hearts are One. These lessons taught us to navigate the shadow places (Plumwood, 2008) of academe, including the delegitimization of teaching, nurturing and service work and the dematerialisation (Plumwood, 2008) associated with such delegitimization, and to embrace the light we found rooted in interconnectedness, an ethic of care, and our mutual recognition of the other. Moreover, these lessons offer others in the field ways of understanding the difficult transition to academe undertaken by professional women educators and the complexity of academic/teacher educator identity formation. Keywords: professional women educators, ecofeminist, institutionally invisible work, teacher educator identity, transition to academe, program renewal, collaborative autoethnography, borderland discourse, mutual recognition, shadow places, ethic of care
{"title":"Shadows and Light: Professional Women Educators Transitioning to Academe","authors":"Candy Skyhar, A. Farrell","doi":"10.37119/ojs2022.v27i2a.523","DOIUrl":"https://doi.org/10.37119/ojs2022.v27i2a.523","url":null,"abstract":"Many professional women educators make the transition from school settings to academe after significant graduate work in their field(s). This transition, which often occurs on a mid- to late-career trajectory, places such individuals within liminal spaces on many levels as they inevitably must navigate unfamiliar, often alien, territory that frequently does not recognize or respect the experiences with which they enter their new university contexts. The collaborative autoethnographic study we embarked upon involved examining our own experiences of making this transition. By revisiting an academic year’s worth of recorded conversations and analyzing them through an ecofeminist lens, we considered the lessons we had learned through engaging in a program renewal process and designing and co-teaching new courses in our first few years as faculty, as well as how these lessons impacted our emerging identities as new teacher educators. Our findings included three broad lessons learned: Beware of Institutionally Invisible Work; This is not High School, Dorothy; and Two Heads and Hearts are One. These lessons taught us to navigate the shadow places (Plumwood, 2008) of academe, including the delegitimization of teaching, nurturing and service work and the dematerialisation (Plumwood, 2008) associated with such delegitimization, and to embrace the light we found rooted in interconnectedness, an ethic of care, and our mutual recognition of the other. Moreover, these lessons offer others in the field ways of understanding the difficult transition to academe undertaken by professional women educators and the complexity of academic/teacher educator identity formation.\u0000Keywords: professional women educators, ecofeminist, institutionally invisible work, teacher educator identity, transition to academe, program renewal, collaborative autoethnography, borderland discourse, mutual recognition, shadow places, ethic of care","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"245 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73187051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-16DOI: 10.37119/ojs2022.v27i2a.533
M. Moon, Paul Berger
This article is about heartfelt teacher learning in K-12 publicly funded schools with Indigenous students’ school success at the centre. As part of her dissertation research, Moon (2019), a non-Indigenous educator, asked Indigenous and non-Indigenous educators in two provinces to share stories about their meaningful and productive collegial learning relationships, including how they believed Indigenous students benefited. The diverse stories point to varying interpersonal, institutional, and political dynamics, which indicated that meaningful and productive learning relationships between Indigenous and non-Indigenous educators exist in multiple settings and with diverse starting points and outcomes. Some key findings across stories are that students were central to educators’ learning relationships, educators saw each other as genuine and open, and a time commitment—both day-to-day and often over years—was evident. Keywords: Indigenous education, teacher development, cross-cultural learning
{"title":"Relationship-Based, In-Service Learning for Teachers of Indigenous Students","authors":"M. Moon, Paul Berger","doi":"10.37119/ojs2022.v27i2a.533","DOIUrl":"https://doi.org/10.37119/ojs2022.v27i2a.533","url":null,"abstract":"This article is about heartfelt teacher learning in K-12 publicly funded schools with Indigenous students’ school success at the centre. As part of her dissertation research, Moon (2019), a non-Indigenous educator, asked Indigenous and non-Indigenous educators in two provinces to share stories about their meaningful and productive collegial learning relationships, including how they believed Indigenous students benefited. The diverse stories point to varying interpersonal, institutional, and political dynamics, which indicated that meaningful and productive learning relationships between Indigenous and non-Indigenous educators exist in multiple settings and with diverse starting points and outcomes. Some key findings across stories are that students were central to educators’ learning relationships, educators saw each other as genuine and open, and a time commitment—both day-to-day and often over years—was evident.\u0000Keywords: Indigenous education, teacher development, cross-cultural learning","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"4 2 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83646858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-16DOI: 10.37119/ojs2022.v27i2a.636
Amanda Kornaga
This is a review of McCuaig et al. (2022)'s, Teachers as Health Workers: A Critical Understanding of the Health-Education Interface. The book details a research project involving 12 Australian schools that was conducted by four critical health educators. McCuaig et al. poignantly map the health work of teachers through an analysis of health policies interviews with teachers and observations in schools. They conclude that to meet both the health and academic needs of students, the silos in which health and education are constructed must be permeated through a form of boundary spanning. And as such, boundary spanning professionals must be given adequate training and recognition to adequately meet student needs and avoid a state of burnout.
{"title":"A Review of Teachers as Health Workers: A Critical Understanding of the Health-Education Interface by Louise McCuaig, Eimear Enright, Tony Rossi, and Doune Macdonald","authors":"Amanda Kornaga","doi":"10.37119/ojs2022.v27i2a.636","DOIUrl":"https://doi.org/10.37119/ojs2022.v27i2a.636","url":null,"abstract":"This is a review of McCuaig et al. (2022)'s, Teachers as Health Workers: A Critical Understanding of the Health-Education Interface. The book details a research project involving 12 Australian schools that was conducted by four critical health educators. McCuaig et al. poignantly map the health work of teachers through an analysis of health policies interviews with teachers and observations in schools. They conclude that to meet both the health and academic needs of students, the silos in which health and education are constructed must be permeated through a form of boundary spanning. And as such, boundary spanning professionals must be given adequate training and recognition to adequately meet student needs and avoid a state of burnout.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"62 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81075965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-16DOI: 10.37119/ojs2022.v27i2a.499
Kate Roberts Bucca
Who gets to perform the identity of student? How does the process of obtaining accommodations affect a student’s sense of belonging in university? What messages do faculty attitudes send to students who seek accommodations for psychiatric disability? To facilitate addressing these questions, this article uses the fictional short story form to explore one student’s journey to receive accommodations in her classes during a manic episode of bipolar disorder. Drawing data from literature review and researcher lived experience, the story seeks to portray the complexity of navigating higher education’s disability services system. The story-as-research aims to build empathy through inviting readers to place themselves in the mind of the main character, to consider the messages she receives about (non)belonging from faculty who view accommodations from different standpoints. The article offers insight into the complex interplay of internalized stigma, passing as (dis)abled, and navigating discourses within an educational institution. Keywords: psychiatric disability, higher education, fiction-based research, performativity, accommodations
{"title":"An Exhausting Job: A Story of Psychiatric Disability in University as Performativity (Dis)Rupture","authors":"Kate Roberts Bucca","doi":"10.37119/ojs2022.v27i2a.499","DOIUrl":"https://doi.org/10.37119/ojs2022.v27i2a.499","url":null,"abstract":"Who gets to perform the identity of student? How does the process of obtaining accommodations affect a student’s sense of belonging in university? What messages do faculty attitudes send to students who seek accommodations for psychiatric disability? To facilitate addressing these questions, this article uses the fictional short story form to explore one student’s journey to receive accommodations in her classes during a manic episode of bipolar disorder. Drawing data from literature review and researcher lived experience, the story seeks to portray the complexity of navigating higher education’s disability services system. The story-as-research aims to build empathy through inviting readers to place themselves in the mind of the main character, to consider the messages she receives about (non)belonging from faculty who view accommodations from different standpoints. The article offers insight into the complex interplay of internalized stigma, passing as (dis)abled, and navigating discourses within an educational institution.\u0000 Keywords: psychiatric disability, higher education, fiction-based research, performativity, accommodations","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"34 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90932216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-23DOI: 10.1177/00345237221090541
Miguel Órdenes, E. Treviño, Rosario Escribano, D. Carrasco
This study drew on Chilean teacher survey responses from TALIS 2018 data on teacher motivation in order to examine the extent to which these data reveal different motivational profiles among Chilean teachers. Also, it explores the influence of those profiles on quality teachers’ instruction. As a conceptual scaffold, this article uses Agency Theory and Public Service Motivation theory to conceptualize and explore the data. Using latent classes analysis, multivariate regressions with survey methods, results showed three different motivational profiles: utility-laden, modal, and socially-laden. From these profiles, modal teachers seem to produce better teaching quality compared with the others profiles. These results suggest that the teachers’ profiles are more diverse when it comes to work motivation and teaching quality than what it is described in the literature. These findings give interesting insights for policymakers and school leaders to better understand the teaching workforce and think in diverse governance and teacher management tools. It also opens a set of interesting questions about how to motivate the teacher workforce in Chile.
{"title":"Teacher motivation in Chile: Motivational profiles and teaching quality in an incentive-based education system","authors":"Miguel Órdenes, E. Treviño, Rosario Escribano, D. Carrasco","doi":"10.1177/00345237221090541","DOIUrl":"https://doi.org/10.1177/00345237221090541","url":null,"abstract":"This study drew on Chilean teacher survey responses from TALIS 2018 data on teacher motivation in order to examine the extent to which these data reveal different motivational profiles among Chilean teachers. Also, it explores the influence of those profiles on quality teachers’ instruction. As a conceptual scaffold, this article uses Agency Theory and Public Service Motivation theory to conceptualize and explore the data. Using latent classes analysis, multivariate regressions with survey methods, results showed three different motivational profiles: utility-laden, modal, and socially-laden. From these profiles, modal teachers seem to produce better teaching quality compared with the others profiles. These results suggest that the teachers’ profiles are more diverse when it comes to work motivation and teaching quality than what it is described in the literature. These findings give interesting insights for policymakers and school leaders to better understand the teaching workforce and think in diverse governance and teacher management tools. It also opens a set of interesting questions about how to motivate the teacher workforce in Chile.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"49 1","pages":"3 - 28"},"PeriodicalIF":1.3,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90537325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-29DOI: 10.1177/00345237221090540
A. Wullschleger, Ariane Rickenbacher, B. Rechsteiner, U. Grob, Katharina Maag Merki
School-external expectations regarding implementation of reforms and innovations often do not lead to successful school improvement processes in schools. To better understand these processes in schools, this paper aims to investigate school improvement processes on a deep level by focusing on cognitive, metacognitive, and motivational regulation strategies used by school teams and by exploring what school-external and school-internal factors are related to this strategy use. Principals, teachers, and specialist teachers ( N = 1328) at 59 primary schools responded to an online questionnaire indicating their school’s use of regulation strategies on school improvement. Results from descriptive, variance, and hierarchical multiple regression analyses revealed that school teams use all forms of school-based regulation strategies but that schools differ significantly in their strategy use. These differences were mainly explained more by school-internal deeper structures (e.g., task cohesion) and less by school-internal surface structures (e.g., school size) and not at all by school-external factors (e.g., governance systems).
{"title":"School teams’ regulation strategies for dealing with school-external expectations for school improvement","authors":"A. Wullschleger, Ariane Rickenbacher, B. Rechsteiner, U. Grob, Katharina Maag Merki","doi":"10.1177/00345237221090540","DOIUrl":"https://doi.org/10.1177/00345237221090540","url":null,"abstract":"School-external expectations regarding implementation of reforms and innovations often do not lead to successful school improvement processes in schools. To better understand these processes in schools, this paper aims to investigate school improvement processes on a deep level by focusing on cognitive, metacognitive, and motivational regulation strategies used by school teams and by exploring what school-external and school-internal factors are related to this strategy use. Principals, teachers, and specialist teachers ( N = 1328) at 59 primary schools responded to an online questionnaire indicating their school’s use of regulation strategies on school improvement. Results from descriptive, variance, and hierarchical multiple regression analyses revealed that school teams use all forms of school-based regulation strategies but that schools differ significantly in their strategy use. These differences were mainly explained more by school-internal deeper structures (e.g., task cohesion) and less by school-internal surface structures (e.g., school size) and not at all by school-external factors (e.g., governance systems).","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"12 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89692359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-07DOI: 10.1177/00345237211055843
Angela M. Lyle, D. J. Peurach
Historically, teachers had been delegated the primary responsibility for the organization and management of classroom instruction in US public schools. While this delegation afforded teachers professional autonomy in their work, it has also resulted in disparities in students’ educational experiences and outcomes within and between classrooms, schools, and systems. In the effort to improve instruction and reduce disparities for students on a large scale, one reform effort in the US has focused on building instructionally focused education systems (IFESs) where central office and school leaders collaborate with teachers to organize and manage instruction. These efforts are playing out in a variety of contexts in the US, including in public school districts, non-profits, and other educational networks, and it is shifting how teachers carry out the day-to-day work of instruction. In this comparative case study, we investigate two IFESs in which efforts to improve instruction pushed against historic norms of teacher autonomy. We found that these new systems are not at odds with teacher autonomy, but rather these systems reflect a transition to more interdependent notions of teacher autonomy.
{"title":"Changing notions of teacher autonomy: The intersection of teacher autonomy and instructional improvement in the US","authors":"Angela M. Lyle, D. J. Peurach","doi":"10.1177/00345237211055843","DOIUrl":"https://doi.org/10.1177/00345237211055843","url":null,"abstract":"Historically, teachers had been delegated the primary responsibility for the organization and management of classroom instruction in US public schools. While this delegation afforded teachers professional autonomy in their work, it has also resulted in disparities in students’ educational experiences and outcomes within and between classrooms, schools, and systems. In the effort to improve instruction and reduce disparities for students on a large scale, one reform effort in the US has focused on building instructionally focused education systems (IFESs) where central office and school leaders collaborate with teachers to organize and manage instruction. These efforts are playing out in a variety of contexts in the US, including in public school districts, non-profits, and other educational networks, and it is shifting how teachers carry out the day-to-day work of instruction. In this comparative case study, we investigate two IFESs in which efforts to improve instruction pushed against historic norms of teacher autonomy. We found that these new systems are not at odds with teacher autonomy, but rather these systems reflect a transition to more interdependent notions of teacher autonomy.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"20 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75055783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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