From Learned Helplessness To Learned Efficacy: An Action Science Approach To Continuing Professional Education For Comprehensive School Reform
dc.contributor.author | Folkman, Daniel V. | |
dc.date.accessioned | 2005-08-03T22:13:51Z | |
dc.date.available | 2005-08-03T22:13:51Z | |
dc.date.issued | 2003 | |
dc.description.abstract | This paper reports the progress and second year findings that flow from a multi-year action research strategy aimed at comprehensive school reform in Milwaukee, Wisconsin. A learned helplessness model is presented as an explanation for why schools continue to struggle with implementing comprehensive reform strategies. An alternative model is offered as a blueprint for empowerment and learned efficacy. Examples from action research projects implemented during the 2002-03 academic year provide evidence that substantial progress can be made in building a learning community within the real world setting of an urban public school system. | en |
dc.format.extent | 184977 bytes | |
dc.format.mimetype | application/pdf | |
dc.identifier.uri | https://hdl.handle.net/1805/313 | |
dc.language.iso | en_US | |
dc.publisher | Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education | en |
dc.subject | Adult Education | en |
dc.subject | Comprehensive School Reform | en |
dc.subject | Action Research | en |
dc.subject | Professional Continuing Education | en |
dc.title | From Learned Helplessness To Learned Efficacy: An Action Science Approach To Continuing Professional Education For Comprehensive School Reform | en |
dc.type | Article | en |