ERIC ED361864: The Ordeal of Change: An Ethnographic Study of High School Reform.

35 Pages·1993·0.45 MB·English

by  ERIC

DOCUMENT RESUME
ED 361 864
EA 025 241
AUTHOR
Cohen, Rosetta Marantz
TITLE
The Ordeal of Change: An Ethnographic Study of High
School Reform.
PUB DATE
[93]
NOTE
35p.
PUB TYPE
Reports
Research/Technical (143)
EDRS PRICE
MFOI/PCO2 Plus Postage.
DESCRIPTORS
*College School Cooperation; *Educational Change;
*Educational Cooperation; Educational Innovation;
Ethnography; Higher Education; High Schools;
Interprofessional Relationship; *Organizational
Change; *Program Implementation; Resistance to
Change
IDENTIFIERS
Quest Program MA
ABSTRACT
This paper describes the development and
implementation of a collaborative, interdisciplinary curriculum
program, the Quest program. Implemented at a suburban New England
high school, the program was loosely based on the tenets of the
Coalition of Essential Schools. Ethnographical methodology included
document analysis, participant observation, and interviews with
participating teachers and students. After 1 year, several lessons
about school change and collaboration were learned. First, the
successes were accompanied by setbacks. Second, the experience
highlighted the centrality of interpersonal issues; conflict abounded
between the Quest teachers and college faculty. Third, if research is
an agenda for a collaborating party, it undermines the true meaning
of collaboration. Fourth, teachers need released time and support if
they are to remain committed. Fifth, goals must be clearly defined.
Overall, the findings demonstrate the slow, often painful nature of
organizational change. (LMI)
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Reproductions supplied by EDRS are the best that
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Ethnographic Study of High School Reform
The Ordeal of Change: An
Rosetta Marantz Cohen
Study
Department of Education and Child
Smith College
Morgan Hall
01063
Northampton, MA
413-585-3266
U.S. DEPARTMENT OF EDUCATSON
Offoce of Educahonal Research and Improvement
ED
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The Ordeal of Change: An Ethnographic Study of High School Reform
collaborative,
This study presents the story of a 2 1/2 year
interdisciplinary curriculum project, called the Quest Program, which
implementation at a suburban New
recently completed its first year of
England high school. The program, based loosely on the tenets of the
Coalition of Essential Schools, resembles in many ways the growing
number of grassroots change efforts in schools around the country: It
was a project initiated by teachers, supported by administrators, and
collaboratively designed with college faculty. This study, starting with.
the very first of the Quest planning sessions, documents through the
lens of ethnography the evolution of a reform program and the slow,
often painful process by which institutional change occurs. Using
fieldnotes, key documents and semi-structured interviews, the study
presents a candid picture of what school change looks like from the
inside. In so doing, it investigates how reform takes hold, exploring
those factors which inhibit change and those which propel it forward.
The study concludes with a series of understandings that highlight the
problematic nature of both instituting and researching such reform
efforts.
2
School
Ethnographic Study of High
The Ordeal of Change: An
Reform
Program, a 2 1/2 year old
7his is the story of the Quest
which recently completed its first
interdisciplinary curriculum project
suburban high school. It is a story,
I
full year of implementation at a
thousands of high schools across
contend, which is being enacted in
Wave" reformers like Theodore
where the ideals of "Second
America,
hold. Though the particulars of Quest may
Sizer have taken tentative
being implemented throughout
differ from those of other reform programs
of the story remains similar: Inspired
the country, the broad plotline
band
of improvement elsewhere, teachers
by reform literature and rumors
curriculum, often involving
together to design an innovative
teaching. College or university
interdisciplinary instruction and team
and guidance. Central office personnel
faculty are called in for support
the teacher-initiated changes.
speak with hope and enthusiasm about
darken and grow complicated. Interpersonal
Then the scenario begins to
without
dry up, leaving participants
issues thwart progress. Budgets
contradictory. The researcher,
financial support. Goals become vague or
encumbrance
collaborator, becomes recast as an
once seen as friend and
3
two, the innovative curriculum has
or even an enemy. Within a year or
beyond recognition.
been watered down or compromised
article, stories of programs
For reasons explored in this
academic journals. And yet the
like Quest rarely find their way into
the best support
understandings gleaned from such stories may represent
engaged in creating or
available to practitioners and researchers
object lessons in the
They are
studying school change efforts.
vicissitudes of contemporary school change.
Background and Theoretical Framework
staff development has
Over the past few decades, literature on
both the definition of successful school
come to radically rethink
The "deficit" models of the
change and the criteria for achieving it.
viewed as passive recipients
1950's and 19601s, in which teachers were
1982), have long ago been replaced by
of outside expertise (Sarason,
colleagueship,
conceptions of teacher development in which
the ideal (Lieberman,
collaboration, and disciplined inquiry define
Rand Study in 1977, it seems
Miller, 1990). Sinc'e the publication of the
schools define change
that a revolution has taken place in the way many
in achieving it.
and in the time frames they set for themselves
can be
A good deal of that shift in attitude and practice
disseminated by Ted
attributed to the much-publicized success stories
(Sizer, 1984; Wiggins, 1986). Few
Sizer's Coalition of Essential Schools
have met with.the
university-based reform programs in recent decades
4
Indeed, it would be hard
widespread interest generated by the Coalition.
the long history of school change
to find a program of innovation in
enthusiasm on the part of
that had been capable of engendering such
and superintendents.
teachers, often quite apart from their principals
for this
It is not the goal of this article to explore the reasons
Coalition literature is rich with
success. Suffice to say that the
in practitioners,
evidence of Copernican transformations in schools and
functions
that organization
and that the voluminous publicity issued by
literature" for grassroots reform. Like
as a kind of "inspirational
staff
genre, however, such
other writing in the inspirational
the
development literature tends to focus almost exclusively on
less on the
positive, to make simple the complex, and to concentrate
reform efforts.
arduous process than on the "happy" product of school
stories of actual
What is far less frequently presented are the
projects in
design and implementation of such faculty development
painful, always
individual schools--stories which describe the often
Clift, Veal, Johnson,
ambiguous process of reform (Bolin and Falk, 1987;
This is true, I believe, for a number of reasons.
& Holland, 1990)
difficult to do
first of all, depicting subtle, bottom-up change is very
and pay-off of old-
in a brief and compelling way. Clearly, the progress
describe, if only
style in-service training was easier to quantify and
training, to
because the entire enterprisefrom goal-setting, to
framework.
implementationhappened within a controlled and limited
for
Indeed, top-down reform programs provided an ideal canvass
5
traditional research, where lines of cause and effect were clearly
Staff-generated faculty development projects, on the other hand,
drawn.
subject for study. Such programs have an organic and
are a messy
protean character that defy quantification, and often appear confounding
What works
even to the daily observer gathering voluminous fieldnotes.
and why is a problem deeply embedded in the confluence of personality
and program, site and political climate. While a project like ours
clearly lends itself to an ethnographic methodology (a model which
allows for no a priori hypothesis and which provides a forum for
multiple perspectives), even that generous and complex perspective sepms
at times inadequate to convey the reality of change (Bogdan and Biklin,
1982; Bogdan, 1972; Goetz and LeCompte, 1984). As discussed in the final
section of this article, despite the most intimate observation
employing a range of ethnographic tools, the reasons for why the Quest
program survived its first turbulent year remains ultimately elusive.
Succumbing to the final mystery of such things may be one of the more
interesting lessons learned in the process of our investigation. If, as
and others have suggested, the school is "organic" in its
Sarason
nature, then there may exist elements in its "biology" that can only be
attributed to a kind of vital force, unmeasurable with any instrument.
Another reason why faculty development efforts are not
frequently told as realistic "stories" of change is, I believe, because
of the natural hostility between the leaders of such efforts (teachers)
Much has been
and those who would tell their tales (researchers).
7
recently written about the delicate and uncomfortable relationship
between these two constituencies and much advice has been given in
overcoming this natural enmity (Campbell, 1988; Oakes, Hare, Sirotnik,
Donald Campbell's discussion of a
1986; Sirotnik and Goodlad, 1988).
3-year collaboration between Michigan State and a local high school
seems to characterize many of the problems inherent in endeavors to
cooperate on such ventures. Campbell describes the miscommunication and
unfounded assumptions of "hidden agendas" that emerged in the course of
attempting to initiate a bottom-up program for school change driven by
the inquiries of an outside researcher. The teachers with whom Campbell
worked seemed to vacillate between distracted compliance and resistence,
Indeed, of the
a pattern that seems endemic to these kinds of efforts.
qualitative, longitudinal studies of school change that have been
few
focus on just this issue--the
published recently, virtually all
problematic relationship of researcher to s-bject. At times, that
preoccupation with the interpersonal can wholly upstage the original
subject of scrutiny--the change effort itself.
Goals and Format of the Study
While the tribulations of school/college collaboration
are discussed at several points in this article, they are not the
central focus of the study. Instead, the goal of this study was to fill
gap in the writing on teacher-initiated staff
a conspicuous
development: to present with candor the story of how one school.
attempted to design and implement a single innovative program, working
against the enormous handicaps (financing, scheduling difficulties,
interpersonal disputes, etc.) that burden, at least to some extent,
virtually every school engaged in such an endeavor (Muncey & McQuillan,
1991). The article seeks not to avoid discussion of the difficulties
encountered along the way, but to enumerate and analyze them
as part of
the organic reality of school life and school reform. Though the
"product" of these 2 1/2 years of work--the Quest Program itself--is far
from being an exemplary one
the process we went through in achieving
,
even limited success is, I contend, highly instructive.
The study is presented here in a format that seeks to retain
a
sense of the unfolding story of change.
Instead of organizing the body
of the article around the series of understandings gained in the
course
of our work, I chose instead a format increasingly common in
ethnogrpahic studies (Hunsaker & Johnson, 1992); that is, to
present
first the full outline of what transpired, reserving analysis for the
end of the article. In this way, the reader can hopefully experience
something of the frustration and confusion we ourselves experienced in
the course of our work. The study begins then with
a discussion of
the
background and history of the changes presently being implemented
in the
high school; I describe the origins of our school/college partnership,
explain the process through which we collaboratively developed
an
alternative, experimental curriculum, and then outline the
problems and
successes encountered in the first year of
implementation. Following
this section, I present a series of "understandings" achieved in the
course of our work.
Methodology
and one half year
Data for this study were collected over a two
period by this writer and one graduate research assistant. In an effort
researchers
to achieve what Wolcott (1982) calls "thick description,"
acted as participant observers in all planning sessions, workshops, and
meetings beginning in the summer of 1990, and went on to participate on
a daily basis in the classroom where the new curriculum was being
implemented. Data collection ended in the spring of 1992 after the first
In addition to gathering traditional
full year of implementation.
fieldnotes, taped transcripts were made of selective planning sessions
Taped interviews of
and of the Quest classroom in operation.
participating teachers and students were gathered at three points during
the year--in September, January and April. That material was coded along
Changes in
with fieldnotes under a series of expanding categories.
student attitudes and understandings were charted as well through
grounded theory,
writing folders. In keeping with the technique of
information was collected and analysed, tentative hypotheses were drawn,
tested in the field, revised, retested, and so
those hypotheses were
forth (Glaser & Strauss, 1967). This "pulsating" approach to data
analysis allowed for the necessary flexibility required in so evolving
and complex a subject. Triangulation was used to ensure trustworthiness
(Lincoln and Guba, 1985); all interpretations were shared with another