How teachers adapt to curricular and structural change : a multi-case study of three middle school language arts teachers

xiv Chapter One: Introduction.1 The Middle School Transition at Smiley.2 Events Leading to the Research Question.8 Rationale.14 Theoretical Overview.15 Methodology Overview.17 Significance of this Study.17 Chapter Overview.18 Chapter Two: Literature Review.19 Introduction.19 Theoretical Framework.20 Social Constructivism.20 Communities of Practice.21 Organizational Change.22 Middle School Philosophy.23 Curriculum and Instruction.27 Introduction.27 CURRICULAR/STRUCTURAL CHANGE: A MULTI-CASE STUDY iv Common Core State Standards.27 History/Background.27 English Language Arts.29 Proponents.30 Opponents.31 Reading Instructional Practice.33 Introduction.33 Overview of Reading Workshop.33 Reading Workshop Structure.33 Writing Instructional Practice.34 Introduction.34 The Writing Process.35 Mentor Texts.35 Authenticity.36 Technology.37 Critical Literacy.39 Teacher Change and Identity, Resilience, and Agency.42 Introduction.42 Teacher Change.43 Introduction to Identity, Resilience, and Agency.46 Teacher Identity.47 Teacher Agency.48 Teacher Resilience.51 CURRICULAR/STRUCTURAL CHANGE: A MULTI-CASE STUDY v Conclusion.54 Chapter Three: Methodology.56 Introduction.56 Theoretical Perspective.56 Design.58 Questions that Guided the Study.60 Location.63 Participants.63 The Teachers.64 Data Collection.65 Interviews.65 Blogs.66 Field ObservationsPLT and Classroom.67 Reflective Notebook.69 Data Analysis.70 Getting Ready for Analysis.71 Pre-Coding.72 Coding.73 Memoing.76 Triangulation.76 Study Limitations.77 Ethics.79 Summary.79 CURRICULAR/STRUCTURAL CHANGE: A MULTI-CASE STUDY vi Chapter Four: Findings.81 Molly: Creative, Technological, and Independent.81 Background.81 Beliefs and Values as an Educator.82 Classroom Environment.84 Teaching Practice including Units, Lessons, and Classroom Moments.84 Strengths/Areas of Confidence.89 Authentic Reading and Writing.89 Technology.89 Challenges.92 Understanding Administration.92 Isolation.96 Supports to Deal with Challenges.97 Independence.97 Ignored Challenges.98 Concluding Thoughts.99 Jim: Relevant, Student-Centered, Professional.100 Background.100 Beliefs and Values as an Educator.101 Classroom Environment.103 Teaching Practice including Units, Lessons, and Classroom Moments.103 Classroom Community.103 Bookclubs.104 CURRICULAR/STRUCTURAL CHANGE: A MULTI-CASE STUDY vii Writing.105 Strengths/Areas of Confidence.108 Student-centered Approach.108 Technology Integration.109 Challenges.110 Time.110 Inundated.113 Lack of Voice During the Transition.115 Supports to Deal with Challenges.115 Collegial Support.115 Stayed Student-Centered.117 Reflection.118 Inquiry.119 Change in Teaching Assignment: The Ultimate Change.120 Concluding Thoughts.121 Sally: Active and Independent.121 Background.122 Beliefs and Values as an Educator.124 Music Foundation.124 Back to the Basics.124 Classroom Environment.125 Teaching Practice including Units, Lessons, and Classroom Moments.126 Teaching the Basics.126 CURRICULAR/STRUCTURAL CHANGE: A MULTI-CASE STUDY viii Higher Level Thinking/Questioning.129 Strengths/Areas of Confidence.130 Instructional Decisions.130 Challenges.133 Reading Instruction.133 New Teams and Structures.133 Time.