{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80306"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80306","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Extending Teacher Reform and Professional Development: The Case of a School on Probation","abstract":"What pedagogical and curricular changes there were peripheral rather than fundamental. Even for teachers involved in Academy programs, most implementation of activities was atheoretical in purpose, activity-oriented more than structural. Teachers felt pressured to look for quick solutions to increase student's skills and test scores. Their primary aim had become removing the school from probation. Opportunities for teachers to work together increased during the probation years, but time for reflecting and developing better teaching was rare. In a way, probation relief was robbing the school of opportunity to capitalize on its investment in Academy and other professional development programs. The Teachers Academy had good ideas for improving teaching but had no power to establish that those ideas were fundamental to the curriculum. The school people were aware of many problems; they worked hard at their jobs and they had a strong commitment to their students. What the school did was to make a sincere effort to rise up-and yet to land very close to the take-off point of four years earlier.","abstract_html":"What pedagogical and curricular changes there were peripheral rather than fundamental. Even for teachers involved in Academy programs, most implementation of activities was atheoretical in purpose, activity-oriented more than structural. Teachers felt pressured to look for quick solutions to increase student's skills and test scores. Their primary aim had become removing the school from probation. Opportunities for teachers to work together increased during the probation years, but time for reflecting and developing better teaching was rare. In a way, probation relief was robbing the school of opportunity to capitalize on its investment in Academy and other professional development programs. The Teachers Academy had good ideas for improving teaching but had no power to establish that those ideas were fundamental to the curriculum. The school people were aware of many problems; they worked hard at their jobs and they had a strong commitment to their students. What the school did was to make a sincere effort to rise up-and yet to land very close to the take-off point of four years earlier.","abstract_has_math":false,"creators":["Flores, Carmilva Souza"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Stake, Robert E."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:56:27Z","date_published":"2015-09-25T19:56:27Z","updated_at":"2026-07-22T22:26:14Z","subjects":["Education, Elementary"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9921686"],"render_values":[{"text":"(MiAaPQ)AAI9921686","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80306","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Stake, Robert E."]},{"key":"dc:creator","label":"Author","values":["Flores, Carmilva Souza"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:56:27Z","10000-01-01","1999"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Elementary"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80306","(MiAaPQ)AAI9921686"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["What pedagogical and curricular changes there were peripheral rather than fundamental. 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