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Reflections on Reform: A Former Teacher Looks at School Change and the Factors that Shape It
by Elizabeth Hinde — August 03, 2003This paper discusses literature on the factors that contribute to and detract from reforms being implemented in schools from the perspective of a former teacher. The effects of school culture, the emotional and relational aspects of teaching and the change process, the importance of professional development, the need for time in teachers’ professional lives, and school leadership are analyzed. Also considered are the reasons various school reform efforts succeed or fail. The paper also considers the impact of social and political factors on schools and discusses the effects of “best practice” research on teachers’ decisions to change.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Elizabeth Hinde
Arizona State University East
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After 18 years as an elementary classroom teacher, Elizabeth Hinde earned a Ph.D. and is currently a faculty associate at Arizona State University East in the College of Education. In addition to research in teacher and school change, Dr. Hinde is actively involved in the research and practice of social studies education at the elementary level.
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