The role of attachment in the small learning community: A social psychological study of secondary teachers in the midst of educational reform.
Item
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Title
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The role of attachment in the small learning community: A social psychological study of secondary teachers in the midst of educational reform.
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Identifier
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AAI3232007
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identifier
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3232007
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Creator
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Pastor, Jennifer J.
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Contributor
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Adviser: Michelle Fine
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Date
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2006
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Social | Psychology, Personality | Education, Teacher Training
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Abstract
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This qualitative dissertation explores how a team of teachers in an urban high school evolved as professionals in a small learning community that was designed to help the school improve educational outcomes for at-risk students. The study utilizes previously unexamined data (audiotapes of daily teacher team meetings) that were collected for an evaluation of a reforming urban high school during the 1996/97 school year. At that time, field research (interviews and observations) revealed the importance of group dynamics, coaching, leadership, and ongoing professional development for the effectiveness of interdisciplinary teacher teams. However, the degree to which the teacher teams developed innovative classroom practice and improvement in teaching varied widely from one team to another, leaving questions about the causes of these variations unanswered. For the current study, audiotapes were transcribed, coded, and analyzed to examine the social conditions, beliefs, attitudes, and behaviors of teachers within one high-performing team. Analysis revealed that relational events which provoked "positive dissonance" among teachers could expose pre-existing attachment strategies within teachers. Thus, attachment theory emerged as an explanatory tool for patterns that were identified in the data.;Using the language of attachment theory, the investigator categorized attachment strategies among teachers as secure, ambivalent, or avoidant, based on repeated behavioral responses that teachers revealed as they discussed their interactions with others. At the same time, the investigator considered how attachment strategies were related to each teacher's ability to engage in exploratory behavior. The study concludes that, within a small learning community, teachers' ability to develop more secure attachment strategies coupled with increases in exploratory behavior helped teachers to develop a relentless focus on instruction and improve their instructional practice. In the context of school reform, the strategies that can foster secure attachment strategies among teachers are discussed along with the potential of emotional intelligence as a professional development strategy for teachers. Beyond a focus on cognition and content, the role of emotions deserves careful consideration as secondary schools attempt to create more personalized learning environments for students and teachers alike.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
