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• W82847620 abstract "Findings of a case study that examined teacher perceptions of the implementation of a destreaming program, the Transition Years, in a secondary school in Ontario (Canada) are presented in this paper. Interviews were conducted with the principal, vice principal, and 11 teachers in the school, which was engaged in restructuring its middle grades. Findings indicate that most teachers supported the program, although for various reasons. Program outcomes were influenced by several factors--the social context, leadership and expertise, moral purpose, and change agentry. A new concept of the teacher's role is proposed, which links moral purpose and change agentry for affecting real social change. (Contains 12 references.) (LMI) Reproductions supplied by EDRS are the best that can be made from the original document. *********** ***** ******* *************** ***************** ***** *********** TEACHER PURPOSE AND EDUCATIONAL CHANGE: MOVING TOWARD A BROADER AGENDA Mary Stager and Michael G. Fullan Faculty of Education University of Toronto U.S. DEPARTMENT OF EDUCATION Othce d Educe lanai Ragman and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) ;Ms document has been reproduced as wowed from the parson or organaatton cmgatattng a Minor changes have been made to improve reproduchon quality Pants of view of optnams stated tms document do not rCINIOnly represent °Moat OE RI positton or pokey PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, California, April, 1992 In this paper we present a new conception) of the role of teachers in postmodern society one that explicitly links moral purpose and change agentry (Fullan, 1993). We then explore a case study2 of a large urban secondary school which faces daily the struggle to make major improvements under conditions of survival and moral purpose in attempting to make a difference in the lives of both students and teachers. It is not clear, given the enormity of the problems, whether this struggle will result in progress or retrogression, but the argument is that change agentry and moral purpose is the most powerful combination likely to make a breakthrough. A fundamental problem in education is the juxtaposition of a school system which is not known for its capacity to change alongside a dynamic environment which demands continuous, multifaceted change. Until the educational system learns to deal with change as a basic capacity, there will be constant clashes and aggravation between education and other sectors in society. The educational system must become expert at dealing with educational change as a normal part of its worknot just in relation to the latest policy, but as a way of life. The reason that the educational system must develop this change capacity has to do with education's moral purpose: to make a difference in the lives of students regardless of background, and to help citizens who can live and work productively in postmodern society. This is not new, but what is new is the realization that to do this puts teachers precisely in the business of continuous innovation and change. They are, in other words, i.n the business of making improvements, and to make improvements in an ever changing world is to contend with and manage change on an ongoing basis. I The introductory sections of this paper are adapted from Productive Educational Change: Going Deeper, by M. G. Fullan. It will be published by Falmer Press in 1993. 2 We acknowledge the valuable assistance of Ann Vibert in conducting several interviews for this study. 1" @default.
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• W82847620 date "1992-04-01" @default.
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• W82847620 title "Teacher Purpose and Educational Change: Moving toward a Broader Agenda." @default.
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