Faculty Grassroots Leadership in Science Education Reform: Considerations for Institutional Change, Culture, and Context
Faculty Grassroots Leadership in Science Education Reform: Considerations for Institutional Change, Culture, and Context
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科学教育改革中的教师基层领导：对制度变迁、文化和背景的考虑
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
N. Shapiro
中科院分区：
文献类型：
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作者：
D. May;Daniel Susskind;N. Shapiro
实施了一个多机构项目，目标是通过重新设计课程、探究式教学法和向公立学校推广来改善科学教育。我们研究了该项目的四个主要高等教育合作伙伴（一所社区学院、一所硕士水平的大学和两所不同的研究型大学）的科学教育改革中教师基层领导的性质。该研究的主要重点是自上而下的领导者在权力位置（通常是管理人员）与基层领导教师之间的相互作用和作用，以及这两个收敛和相互作用，以创造组织变革。自下而上和自上而下的领导方式的趋同受到机构文化和背景的影响。交叉比较的结果，从四种情况下，包括在每种情况下，行政领导在每个校园的作用，促进或阻碍教师基层领导的出现，这些改革的制度化和可持续性的因素变化。然后，我们解决了更广泛的影响，了解基层领导和传统形式的权威和领导，可以相互补充，促进组织变革的研究。我们认为，教师基层领导出现在不同的校园时，有敏感的上下文差异。特别是，一些注意需要给予校园文化和教师在该网站的互动的性质。在每个机构的变化和行政领导和支持的作用的背景下形成的条件下，教师基层领导已经出现，并最终，它是随着时间的推移持续的程度。此外，该项目的教师所有权是必不可少的，因为它的成功，最终，教师需要拥抱课程重新设计和探究为导向的教学法的目标，所需的制度变革得以持续。
A multi-institution project was implemented with the goal of improving science education through redesigned courses, inquiry-oriented pedagogy, and outreach to public schools. We examined the nature of faculty grassroots leadership in science education reform in the four main higher-education partners of the project: a community college, a master’s level university, and two different research universities. The main focus of the study was the interplay and role of top-down leaders in positions of authority (typically administrators) versus grassroots leadership among faculty and how these two converge and interplay to create organizational change. The convergence of bottom-up and top-down leadership is affected by institutional culture and context. Cross-comparative findings from the four cases are presented, including the context for change in each case, the role of administrative leadership on each campus, factors that either facilitated or hindered the emergence of faculty grassroots leadership, and the institutionalization and sustainability of these reforms. We then address the broader implications of the study with respect to understanding how grassroots leadership and traditional forms of authority and leadership can complement each other and facilitate organizational change. We contend that faculty grassroots leadership emerges on different campuses when there is sensitivity to the contextual differences. In particular, some attention needs to be given to the campus culture and the nature of faculty interactions at that site. The context for change at each institution and the role of administrative leadership and support shaped the conditions under which faculty grassroots leadership had emerged and, ultimately, the degree to which it was sustained over time. In addition, the faculty ownership of this project was essential to its success because, ultimately, the faculty needed to embrace the goals of curricular redesign and inquiry-oriented pedagogy for the desired institutional changes to be sustained.