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Margery D. Osborne Barker, Heidi Bulmahn 2015-09-25T19:57:12Z 2015-09-25T19:57:12Z 10000-01-01 2001 2001 I conclude that people interested in school reform should consider the following ideas as they work with teachers to implement pedagogical and curricular changes. (1) Teaching is a personal/individual process that takes place within a larger community. This leads to a complex context for working and making decisions. (2) Despite feeling that changes were imposed, teachers make the curriculum work for the needs in their own classroom. (3) Change is a process that teachers view as part of their work. Teachers expect that they will adapt curriculum and make it work for the children in their classes and for themselves. I suggest that those who advocate various reform efforts in teaching and curriculum should consider the spaces that teachers create as they become a part of the change process including intellectual, physical, and emotional ones. In my stories I assert: teachers create their own spaces for making changes in pedagogy and curriculum and they do this as a complex negotiation of external demands (such as their community, relationships with colleagues, and state standards) and their own values and interpretations. The ways that teachers implement the change process is a personal one, and because it is a personal process, school reform efforts largely depend on the teachers making these efforts a part of their own thinking, teaching, and learning. Made available in DSpace on 2015-09-25T19:57:12Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9996613.pdf: 9325545 bytes, checksum: febd73eab94a5ddd4829d84edb362089 (MD5) Previous issue date: 2001 Embargo set by: Seth Robbins for item 81728 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 176 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2001. http://hdl.handle.net/2142/80446 (MiAaPQ)AAI9996613 eng Education, Sciences Negotiating a Space to Teach Science: Stories of Community Conversation and Personal Process in a School Reform Effort text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.