Instructional change within the context of school reform: The development and testing of a theoretical model

摘要: Increasingly, policy makers have turned to systemic change initiatives (ie, comprehensive school reform) in an effort to improve “failing” schools. Teachers, the primary agents of that change, are expected, pressured, and even coerced to change their instructional behaviors so as to ensure that students will meet externally mandated achievement standards. Although there is much literature on outcomes (and all too often failures) of reform initiatives, there is no formal model that has specified the requisite combination of individual and social cognitive factors necessary for the kind of teacher change (ie, committed instructional change) that would likely lead to sustainable, successful reform. The purpose of this dissertation is to present and empirically test a conceptual model that allows for the examination of committed instructional change and its component factors. First, the theoretical rationale of the model is …