{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80446"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80446","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Negotiating a Space to Teach Science: Stories of Community Conversation and Personal Process in a School Reform Effort","abstract":"I conclude that people interested in school reform should consider the following ideas as they work with teachers to implement pedagogical and curricular changes. (1) Teaching is a personal/individual process that takes place within a larger community. This leads to a complex context for working and making decisions. (2) Despite feeling that changes were imposed, teachers make the curriculum work for the needs in their own classroom. (3) Change is a process that teachers view as part of their work. Teachers expect that they will adapt curriculum and make it work for the children in their classes and for themselves. I suggest that those who advocate various reform efforts in teaching and curriculum should consider the spaces that teachers create as they become a part of the change process including intellectual, physical, and emotional ones. In my stories I assert: teachers create their own spaces for making changes in pedagogy and curriculum and they do this as a complex negotiation of external demands (such as their community, relationships with colleagues, and state standards) and their own values and interpretations. The ways that teachers implement the change process is a personal one, and because it is a personal process, school reform efforts largely depend on the teachers making these efforts a part of their own thinking, teaching, and learning.","abstract_html":"I conclude that people interested in school reform should consider the following ideas as they work with teachers to implement pedagogical and curricular changes. (1) Teaching is a personal/individual process that takes place within a larger community. This leads to a complex context for working and making decisions. (2) Despite feeling that changes were imposed, teachers make the curriculum work for the needs in their own classroom. (3) Change is a process that teachers view as part of their work. Teachers expect that they will adapt curriculum and make it work for the children in their classes and for themselves. I suggest that those who advocate various reform efforts in teaching and curriculum should consider the spaces that teachers create as they become a part of the change process including intellectual, physical, and emotional ones. In my stories I assert: teachers create their own spaces for making changes in pedagogy and curriculum and they do this as a complex negotiation of external demands (such as their community, relationships with colleagues, and state standards) and their own values and interpretations. The ways that teachers implement the change process is a personal one, and because it is a personal process, school reform efforts largely depend on the teachers making these efforts a part of their own thinking, teaching, and learning.","abstract_has_math":false,"creators":["Barker, Heidi Bulmahn"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Margery D. Osborne"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:57:12Z","date_published":"2015-09-25T19:57:12Z","updated_at":"2026-07-22T22:26:14Z","subjects":["Education, Sciences"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9996613"],"render_values":[{"text":"(MiAaPQ)AAI9996613","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80446","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Margery D. 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The ways that teachers implement the change process is a personal one, and because it is a personal process, school reform efforts largely depend on the teachers making these efforts a part of their own thinking, teaching, and learning.","Made available in DSpace on 2015-09-25T19:57:12Z (GMT). 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