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Dilemmas of school-based reform: An interpretive case study of teacher empowerment and dissent

Settelmaier, E., Wallace, J. and Taylor, P. (2004) Dilemmas of school-based reform: An interpretive case study of teacher empowerment and dissent. International Journal of Educational Reform, 13 (3). pp. 181-203.

Abstract

This article reports on a 3-year longitudinal case study of a school-based project designed to restructure and reculture the school's teaching and learning environment. Using a participatory action research framework, groups of teachers from the school worked together to develop a community of inquiry focusing on core teaching values, student learning, professional growth, teamwork, and teacher-leadership (Wallace & Taylor, 1999). This article examines the problematic nature of such a strategy for school change through a description and analysis of the dilemmas faced by the school as it engaged with the reform project.

Item Type: Journal Article
Publisher: Rowman & Littlefield Education
Publisher's Website: https://rowman.com/
URI: http://researchrepository.murdoch.edu.au/id/eprint/36967
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