Collaborative Early Intervention Program Teachers' Roles as Change Agents in Relationship to Current Change Theory
The purpose of this study was to investigate the role of collaborative early intervention program teachers as change agents and to attempt to explain those roles in relation to change theories. The study explored the expectations of collaborative early intervention program teachers (CEIPTs) and the perceptions of these teachers as change agents in an elementary school attempting to implement differentiation as an instructional innovation. Methodology was qualitative and included data collection from interviews, personal reflections, and documents normally produced in a school setting. These data were examined qualitatively for emerging themes through a coding process largely based on recommendations by Spradley (1979) and Glaser and Strauss (1997). Data were compared using constructs of change theory and complexity theory as described by Lewin (1951) and Fullan (2003), as well as subsequent theories and theorists. Findings indicated CEIPTs could art as change agents in some circumstances, and change theory had many connections to the factors influencing these roles. Based on these findings, a concept of collective quality for change in schools was proposed. This study added to the knowledge base on change agents within schools, collaboration among teachers, the role of support teachers as change agent, and alternative roles for educators.
What people are saying - Write a review
We haven't found any reviews in the usual places.