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• W7176725 abstract "This paper explores the ways in which the process of assuming the role of professional developer, who assists teachers in changing their teaching methods, is in itself a change process: the role is complex; it takes time; it is affected by context; and it involves the shaping and reshaping of the personal and professional lives of those involved. The study looks at the experiences and concerns of the change agent (the professional developer) and the ways in which the change agent's comfort and skill in implementing inquiry-oriented teaching in a variety of settings has implications for the success of the change process itself. This study's findings come from data collected during Year 1 of a 3-year project to study the implementation of First Steps, a developmentally sequenced approach to literacy instruction in a New England urban school district. The research was designed to look systematically at the interplay of school culture, teacher beliefs, professional development opportunities, instructional practice, and the impact of these factors on student literacy achievement. Its objectives include describing the professional development model for First Steps, analyzing the ways in which that model has been implemented, and studying the ways in which school and district organizational and support structures affect the needs and concerns of professional developers. The results indicate that educational change and outcomes are directly related to context. (RJM) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Implementing Curriculum Change: Lessons from the Field Helen Freidus and Claudia Grose Bank Street College of Education New York, New York A Paper Presented at the Annual Meeting American Educational Research Association April, 1998 San Diego, California U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. 2 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES 1 INFORMATION CENTER (ERIC) Implementing Curriculum Change: Lessons from the Field Helen Freidus, Claudia Grose Bank Street College of Education Introduction In a recent article in Educational Researcher (January February, 1998), Linda Darling Hammond called for research that examines the ways in which teachers make transitions from transmission oriented teaching to transactional and inquiry oriented teaching, the kinds of professional development that help them make this transition, and the ways in which the context of schools and communities facilitate and/ or impede this process. In a similar vein, Dick Allington, in his 1996 Presidential address to the National Reading Conference, cautioned that much of current research on literacy is being conducted in a too small box. He called for research studies that focus on developing an understanding of literacy instruction within a larger context. This paper is a response to these calls. There is, at present, a large body of contemporary research that documents the ways in which professional development contributes to educational change innovations. It describes how change must be adopted, not imposed (McLaughlin, 1993), how change is complex and must be understood as such (Fullan, 1991,1993; Sarason, 1990), how change takes place over time (Fullan 1993, 97). It documents that if change is to be effective, attention must be paid to teachers' voices, their beliefs and experiences, and the ways in which personal and professional funds of knowledge intersect and play out in the classroom context (Clandinin & Connelly, 1995; CochranSmith & Lytle, 1991). Less attention however, has been paid to the process of personal and professional change that is experienced by the professional developers who are charged with the roles and responsibilities of serving as change agents. (Freidus, 1996;" @default.
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• W7176725 title "Implementing Curriculum Change: Lessons from the Field." @default.
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