Journal article
Implementing change within a school science department: Progressive and dissonant voices
Research in Science Education, Vol.33(3), pp.299-317
2003
Abstract
The purpose of this study was to describe the teaching and leadership experiences of a science teacher who, as head of department, was preparing to introduce changes in the science department of an independent school in response to the requirements of the new junior science syllabus in Queensland, Australia. This teacher consented to classroom observations and interviews with the researchers where his beliefs about teaching practice and change were explored. Other science teachers at the school also were interviewed about their reactions to the planned changes. Interpretive analysis of the data provides an account of the complex interactions, negotiations, compromises, concessions, and trade-offs faced by the teacher during a period of education reform. Perceived barriers existing within the school that impeded proposed change are identified.
Details
- Title
- Implementing change within a school science department: Progressive and dissonant voices
- Authors/Creators
- D.L. Rigano (Author/Creator) - James Cook UniversityS.M. Ritchie (Author/Creator) - James Cook University
- Publication Details
- Research in Science Education, Vol.33(3), pp.299-317
- Publisher
- Springer
- Identifiers
- 991005540886107891
- Copyright
- © 2003 Kluwer Academic Publishers
- Murdoch Affiliation
- Murdoch University
- Language
- English
- Resource Type
- Journal article
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- Citation topics
- 6 Social Sciences
- 6.11 Education & Educational Research
- 6.11.295 Science Education
- Web Of Science research areas
- Education & Educational Research
- ESI research areas
- Social Sciences, general