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dc.contributor.advisorFleming, Mary
dc.contributor.advisorCurtin, Chris
dc.contributor.authorChambers, Francis
dc.description.abstractSuccessful educational change at school level is difficult to achieve; however it is imperative that schools engage in change practices if they are to enhance the learning experiences and academic achievements of their students. This thesis investigates teacher's responses to educational change both to understand the significance of this role within the change milieu and also to develop protocols that could influence successful change outcomes at local level. It concludes that if the professional and moral obligations of the teachers are recognised, the operational basis is accessible to teachers and a space is created for authentic discussion to take place, then successful change is possible at local school level.en_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 Ireland
dc.subjectAuthentic discussionen_US
dc.subjectChange agentsen_US
dc.subjectCooperative learningen_US
dc.subjectEducational change practicesen_US
dc.subjectLocal capacityen_US
dc.subjectTeacher beliefsen_US
dc.subjectTeacher emotionsen_US
dc.titleSecond Level Teachers and Educational Change: An Investigation into Teachers' Responses to the Introduction and Implementation of Cooperative Learningen_US
dc.local.noteThis thesis examines how teachers in a secondary school responded to the introduction of cooperative learning as specific educational change practice. It considered the process that teachers engaged in in order to affect successful change practices and made some general suggestions and recommendations as to how effective educational change practices can be implemented and sustained on a medium to long term basis.en_US

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Attribution-NonCommercial-NoDerivs 3.0 Ireland
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 Ireland