A Qualitative Study of Teachers Attitudes on School Reform
School reform has become a hot-button political issue in recent years, particularly given the enactment of the 'No Child Left Behind' legislation of the current Bush Administration. But what do teachers, the professionals 'in the field' think of such legislation? To qualitatively determine current teacher attitudes towards recent educational reforms, that is, to deploying narrative, open-ended and one might say subjective determinates of teacher attitude towards the recent legislation, an educational researcher must first determine what would a representative teacher sampling of teachers comprise? One way to create a representative sampling would be to select teachers of a variety of grades, socio-demographic groups, races, ethnicities, and genders. Also such a study would ideally be comprised of teachers of wide geographic range of school
Current shifts in policy would have to be broken down and focused upon when soliciting teacher attitudes and responses through the use of open-ended questionnaires. For example in the arena of increased school testing, teachers might be asked how they have changed their approaches and lesson plans to reflect the new legislation. Have the teachers felt pressure from parents and administer to 'teach to the test' to ensure that students succeed? Then, the study could ask overall how the teachers believed increased standardized testing had helped or hindered them in their pedagogical approaches, and if student learning had improved as a result of recent reforms.
districts and from urban as well as rural areas.
Asking open-ended questions with a focus on specific classroom techniques would curtail one of the frequent criticisms of qualita
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