{"id":{"repo_id":"ubc","oai_identifier":"oai:circle.library.ubc.ca:2429/2583"},"canonical_url":"https://search.dev.ndltd.org/etd/ubc/oai:circle.library.ubc.ca:2429/2583","repository":{"repo_id":"ubc","name":"University of British Columbia","base_url":"http://circle.library.ubc.ca/oai/request"},"display":{"title":"The Richmond young writers’ project 1979-1984","abstract":"Richmond School District successfully implemented in 1978-1984 an innovative approach to the teaching of writing--the writing process. This study sought to determine why teachers participated in developing a new writing curriculum in their schools, what characteristics of the setting promoted these curriculum development practices, and what curriculum leaders did to promote teacher participation in curriculum decision making. Historical evidence for this thes is included interviews with eleven participants in reform, including the curriculum leader with greatest responsibility for its implementation. In addition, various print and manuscript documents provided a basis for interpretation of pertinent events. As policy study this thesis described and analyzed the practices and experiences of the school district that embodied the implementers' values. A single teacher-leader in the district accounted for much of the change in teacher practice. A district-wide emphasis on writing process praxis was further supported by the school board and the district's senior staff. Specific social characteristics of the curriculum development setting, Richmond School District, help account for the adoption of the reform. The study argues for the importance of; (a) selecting the most appropriate innovation for implementation, (b) empowering participants in educational reform, and (c) an effective change agent to inspire participants. Implications for educators and recommendations for further research came from these insights.","abstract_html":"Richmond School District successfully implemented in 1978-1984 an innovative approach to the teaching of writing--the writing process. This study sought to determine why teachers participated in developing a new writing curriculum in their schools, what characteristics of the setting promoted these curriculum development practices, and what curriculum leaders did to promote teacher participation in curriculum decision making. Historical evidence for this thes is included interviews with eleven participants in reform, including the curriculum leader with greatest responsibility for its implementation. In addition, various print and manuscript documents provided a basis for interpretation of pertinent events. As policy study this thesis described and analyzed the practices and experiences of the school district that embodied the implementers' values. A single teacher-leader in the district accounted for much of the change in teacher practice. A district-wide emphasis on writing process praxis was further supported by the school board and the district's senior staff. Specific social characteristics of the curriculum development setting, Richmond School District, help account for the adoption of the reform. The study argues for the importance of; (a) selecting the most appropriate innovation for implementation, (b) empowering participants in educational reform, and (c) an effective change agent to inspire participants. 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