I’ve Never Seen People Work So Hard!” Teachers’ Working Conditions in the Early Stages of School Turnaround

Datos Bibliográficos

ID10855661
AutoresMaia Cucchiara (0000-0001-9111-7834, Temple University), Maia Bloomfield Cucchiara (0000-0001-7378-1950, Temple University, Philadelphia, PA, USA), Erin Rooney (0000-0002-9121-7699, Temple University, Philadelphia, PA, USA), Claire Robertson-Kraft (University of Pennsylvania, Philadelphia, PA, USA), Claire Robertson‐Kraft (University of Pennsylvania)
Año2015
Volumen50
Número3
Páginas259-287
Fecha de publicación2015-04-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaUrban Education (JOURNAL)
Identificadores de la revistaISSN: 0042-0859 • E-ISSN: 1552-8340
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/0042085913501896
OpenAlexW2101286519
IdiomaEN
Citas recibidas13
Referencias citadas15

School turnaround—a reform strategy that strives for quick and dramatic transformation of low-performing schools—has gained prominence in recent years. This study uses interviews and focus groups conducted with 86 teachers in 13 schools during the early stages of school turnaround in a large urban district to examine teachers’ perceptions of the social and organizational conditions within their schools. The study shows that some turnaround schools provided more positive working conditions than others, particularly with respect to organizational function and culture. It further finds a strong association between teachers’ perceptions of school-level working conditions and support for school turnaround

Focus group · Organizational change · Pedagogy · Perception · Political science · Public relations · Sociology · Work (physics) · Engineering · Legal Issues in Education · Psychology