Implementing change within a school science department: progressive and dissonant voices

Rigano, Donna L. & Ritchie, Stephen M. (2003) Implementing change within a school science department: progressive and dissonant voices. Research in Science Education, 33(3), pp. 299-317.

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The purpose of this study was to describe the teaching and leadership experiences of a science teacher who, as head of department, was preparing to introduce changes in the science department of an independent school in response to the requirements of the new junior science syllabus in Queensland, Australia. This teacher consented to classroom observations and interviews with the researchers where his beliefs about teaching practice and change were explored. Other science teachers at the school also were interviewed about their reactions to the planned changes. Interpretive analysis of the data provides an account of the complex interactions, negotiations, compromises, concessions, and trade-offs faced by the teacher during a period of education reform. Perceived barriers existing within the school that impeded proposed change are identified

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7 citations in Scopus
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5 citations in Web of Science®

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ID Code: 31642
Item Type: Journal Article
Refereed: Yes
DOI: 10.1023/A:1025483130881
ISSN: 1573-1898
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Deposited On: 06 Apr 2010 02:30
Last Modified: 29 Feb 2012 13:18

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