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• W320041249 abstract "Unlike past innovations where teachers were expected silently and blithely to carry out programs developed and mandated by the educational elite, recent educational reforms place efficacious teachers in prominent and vocal positions in classrooms and in the general educational community (Holmes Group, 1990; Lanier & Sedlak, 1989). recognition of the importance of knowledgeable teachers as vital participants of successful educational reform has shown up in several educational perspectives. Furthermore, in the specific context of professional development schools (PDSs) issues of teacher voice are paramount. They are at the core of what it means to have a collaborative of educators striving toward mutual goals. In previous work charting the difficulty of developing collaborative relationships, the most profound findings were related to issues of teacher voice (Johnson, 1990). For example, as relationships between individuals were negotiated--often hurriedly to meet imposed deadlines--instead of working things out together teachers were often handed agendas. Instead of discussing who should represent the staff a school-wide committee, assignments were made. Instead of listening to teachers needs' and then working toward mutual goals, there were instances when exasperated researchers could be heard saying things such as, This is supposed to be a collaboration and those teachers won't do a damn thing I say. paper grows out of that work. And, like the reforms currently being played out in the PDSs, it is built the assumption that welcoming the voices of teachers beyond their classroom doors is an essential step toward creating positive enduring change in education. However, while there is a growing consensus that teachers voices should be heard throughout the educational enterprise, little thought has been given to the nature of those voices: whether teachers can have voices on demand like four-wheel drive; the nature of the dilemmas that may arise when teachers' voices are considered in the context of the realities of reform; and whether, if by bringing teachers voices into the educational hierarchy, the education of children will improve. Therefore, this paper urges a break from the growing thunder of rhetoric about teacher voice, at least long enough to consider alternative views the concept of voice, and some of the realities and dilemmas that arise when those voices enter the storm. Such consideration could serve two purposes. First, an examination of the concept of voice in the context of PDSs may provide an analytical tool to better understand the nature of collaboration. And secondly, as this paper argues, we find that supporting the rise of teachers' voices is a more complex endeavor then simply providing occasions for teachers to speak, and that not doing so thoughtfully may actually undermine the reform agenda that is trying to advance the rights of teachers to join the conversation. argument is developed in four sections. First, research and reform literature" @default.
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• W320041249 date "1992-07-01" @default.
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• W320041249 title "Will Teachers Say What We Want To Hear? Dilemmas of Teacher Voice." @default.
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