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Stake, Robert E. Flores, Carmilva Souza 2015-09-25T19:56:27Z 2015-09-25T19:56:27Z 10000-01-01 1999 1999 What pedagogical and curricular changes there were peripheral rather than fundamental. Even for teachers involved in Academy programs, most implementation of activities was atheoretical in purpose, activity-oriented more than structural. Teachers felt pressured to look for quick solutions to increase student's skills and test scores. Their primary aim had become removing the school from probation. Opportunities for teachers to work together increased during the probation years, but time for reflecting and developing better teaching was rare. In a way, probation relief was robbing the school of opportunity to capitalize on its investment in Academy and other professional development programs. The Teachers Academy had good ideas for improving teaching but had no power to establish that those ideas were fundamental to the curriculum. The school people were aware of many problems; they worked hard at their jobs and they had a strong commitment to their students. What the school did was to make a sincere effort to rise up-and yet to land very close to the take-off point of four years earlier. Made available in DSpace on 2015-09-25T19:56:27Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9921686.pdf: 8457881 bytes, checksum: bbe54f36dc2fd0fde61e23f39e4b813f (MD5) Previous issue date: 1999 Embargo set by: Seth Robbins for item 81588 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 169 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1999. http://hdl.handle.net/2142/80306 (MiAaPQ)AAI9921686 eng Education, Elementary Extending Teacher Reform and Professional Development: The Case of a School on Probation text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.