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How to Change the Schools from Inside [microform] : Teachers As Change Agents / Ruth S. Nickse
Bib ID 5250535
Format BookBook, MicroformMicroform, OnlineOnline
Author
Nickse, Ruth S
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1973 
26 p. 
Summary

This paper presents the argument that teachers, with appropriate training, can be effective change agents within the school system. Among the reasons listed for teachers assuming leadership roles in change are the following: a) as professionals, they have a vested interest in the schooling process; b) since teachers are members of and identify with the system, they have a sense of prehistory about the school organization; c) teachers are constantly on the scene in the schools, where the action is. Some factors that prevent teachers from changing schools are identified as the role of a teacher-as-a-worker and consequent poor teacher self-image, teacher fear of reprisal from administrators and colleagues, and lack of administrative support for teacher-generated innovation. There are a case study of successful teacher-initiated change and a brief description of the course that prepares teachers for this expanded role. The types of projects teachers choose to implement in a guided practicum in planned change are reported as well as teachers' reactions, both good and bad, to their new role as linking agent between school, community, and the department of education in a neighboring college. (Author/JA)

Notes

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Change Agents.  |  College School Cooperation.  |  Community Involvement.  |  Leadership Training.  |  Organizational Change.  |  Teacher Education.  |  Teacher Role.  |  Teachers.
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