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Work Redesign that Works for Teachers by David Mayrowetz & Mark A. Smylie - 2004In this chapter, we explore the promise of work redesign for teacher workforce development by examining both the theory of redesign and the research on its effectiveness. After categorizing work redesign along two dimensions—whose work is changed (the individual or the collective) and in what way (reassigned or redefined)—we conclude that initiatives that redefine jobs rather than simply reassigning tasks and that focus on collective rather than individual work should be most effective, especially for promoting teacher performance.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: | This article originally appeared as NSSE Yearbook Vol 103. No. 1. |
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- David Mayrowetz
University of Illinois at Chicago
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DAVID MAYROWETZ is an Assistant Professor in Policy Studies in the College of Education at the University of Illinois at Chicago.
- Mark Smylie
University of Illinois at Chicago
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MARK A. SMYLIE is a Professor and Chair of Policy Studies in the College of Education at UIC.
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