Revisiting Ontario Teachers' and Students' Perceptions of Large-Scale Reform. Issue 1 (January 2013)

• Record Type: Journal Article
• Authors: Ryan, Thomas G.; Joong, Yee Han Peter
• Is Part Of: International journal of educational reform. Volume 22:Issue 1(2013)
• Page Start: 2
• Page End: 23
• Publication Date: 2013-01
• Subjects: Educational change -- Periodicals; Educational change -- United States -- Periodicals; Education and state -- Periodicals; Education and state -- United States -- Periodicals; Education, Secondary -- Periodicals; Periodicals; 379
• DOI: 10.1177/105678791302200101
• Languages: English
• ISSNs: 2631-9675

Abstract

Within the following text, educational reform is examined to reveal how and to what extent Ontario secondary teachers (n = 87) have implemented educational changes that had a direct impact on students (n = 396), themselves, and curriculum. Our mixed methods data, while limited in scope, indicated that secondary school teachers were largely content with in-service professional development, resource supplies, and leadership. These new outcomes marked a swing away from the discontent noted in research completed in 2003, as positive indications were found in curriculum planning, teaching, student evaluation, reporting, technology, and the delivery of special education programs. Some areas, such as special education programming, were still viewed as problematic, yet sample teachers were able to support the reforms even though changes required additional planning time and new knowledge in the areas of assessment and technology.