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The paradox of administrative control in fostering teacher professional development
ARTICLE

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TATE Volume 22, Number 8 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

In this case study, we use a consensus model as a framework for examining the professional development component of a standards-based reform effort initiated by a school district in the United States. We describe the district's actions, analyze the extent of adherence to the model, and identify reasons for what occurred. Although administrators intended to adopt key design principles of effective professional development, specific implementation strategies undermined and contradicted these principles. Their response to increasing bureaucratic controls at the state and national levels translated into increased regulation and control at the district and school levels, which paradoxically restricted the very attributes they sought to enhance.

Citation

Sandholtz, J.H. & Scribner, S.P. The paradox of administrative control in fostering teacher professional development. Teaching and Teacher Education: An International Journal of Research and Studies, 22(8), 1104-1117. Elsevier Ltd. Retrieved December 16, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2006.07.006

Keywords