Under Pressure: Controlling Factors Faced by Classroom Literacy Teachers as They Work Through a Professional Development Program

Authors

Faith H. Wallace, Kennesaw State UniversityFollow

Department

Secondary and Middle Grades Education

Document Type

Article

Publication Date

1-2006

Abstract

This critical constructivist inquiry was designed to understand controlling factors faced by classroom literacy teachers involved in a professional development program. Two guiding questions framed this critical inquiry: (1) how can I describe controlling factors faced by teachers in their respective school cultures and (2) what is the resultant impact of these controlling factors on the teachers' classroom instruction. Findings indicated that participants felt pressure to conform to a particular school philosophy, but empowered themselves by solidifying their own philosophies of instruction.

Journal Title

Reading Horizons

Journal ISSN

0034-0502

Volume

46

Issue

3