Earnedpowerment Not Empowerment of Teachers: The Role of Teachers' Systematic Reflection in Restructuring Schools.

Cornett, Jeffrey W.

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Peer reviewed

ERIC Number: EJ436735

Record Type: Journal

Publication Date: 1991

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0037-7872

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Earnedpowerment Not Empowerment of Teachers: The Role of Teachers' Systematic Reflection in Restructuring Schools.

Cornett, Jeffrey W.

Social Science Record, v28 n1 p71-77 Spr 1991

Asserts that teachers are already significant decision makers regarding curriculum and instruction. Argues that teachers and students cannot be empowered by others. Suggests four conditions to enhance teacher growth and informed engagement: systematic study of self; subject matter, pedagogy, and learners; society; and utilization of contingency theory. (DK)

Descriptors: Curriculum Development, Educational Change, Elementary Secondary Education, Higher Education, Individual Power, Participative Decision Making, Politics of Education, School Restructuring, Self Evaluation (Individuals), Teacher Administrator Relationship, Teacher Role

Publication Type: Journal Articles; Opinion Papers

Education Level: N/A

Audience: Teachers; Administrators; Practitioners

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A