part of the Education Reform Networks
Graduates of professional development school programs: Perceptions of the teacher as change agent
Investigated whether graduates of Professional Development Schools perceived themselves as change agents, implemented practices supporting change, and chose schools supportive of change. Teacher surveys indicated that most respondents believed they were change agents, that they were viewed as change agents, and that they practiced behaviors indicative of change. About half felt their school environments were conducive to reform.
Contributor: Cobb, Jeanne B.
Date Published: Fall
Journal/Secondary Title: Teacher Education Quarterly
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