Local Theories of Teacher Change: The Pedagogy of District Policies and Programs

By James P. Spillane. Teachers College Record, 2002

154 citations recorded by the source corpus.

This paper examines district officials’ theories about teacher learning and change, identifying and elaborating three perspectives—behaviorist, situated, and cognitive— based on a study of 9 school districts. The behaviorist perspective on teacher learning dominated among the district officials in the study. The author also considers whether the prominence of the behaviorist perspective on teacher learning among district officials may be cause for concern when it comes to the classroom implementation of the fundamental changes in instruction pressed by state and national standards.

Subfields: Education

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Citations in the corpus

Using Data to Alter Instructional Practice: The Mediating Role of Coaches and Professional Learning Communities (2015, background): “Teacher habit has in cases proved intractable; even when intending to change instruction, teachers frequently reproduce old practices (Spillane, 2002) or engage in surface-level “instructional tinkering” (Cuban, 1993; Nelson et al.”
Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education through Culturally Responsive Educational Systems (2005, background): “…to student learning, teacher quality, beliefs about teacher learning and change, the school contexts in which students are expected to learn and teachers teach, and changing community demographics (Cochran-Smith & Lytle, 1999; Elmore, 1996; Miramontes, Nadeau, & Commins, 1997; Spillane, 2002).”
Student Teaching’s Contribution to Preservice Teacher Development (2013, background): “These few studies are notable since they suggest that the well-documented impact of education policies on teachers and students (e.g., Cohen & Hill, 2001; Hargreaves, Earl, Moore, & Manning, 2001; Spillane, 2002), especially in urban and/or high-needs schools (e.”
Quality Teacher Induction: “Fourth-Wave” (1997–2006) Induction Programs (2009, background): “Similarly mentors’ understanding of the induction program’s purpose and whether or not refl ection is a key component of it, shapes the novice teachers’ experiences (Wood, 2000; Spillane, 2002; Youngs, 2007).”