Stories of Teacher-Initiated Change from Traditional to Whole-Language Literacy Instruction

Abstract

Through the stories of 9 teacher innovators from 4 urban and suburban districts in the Midwest and Pacific Northwest, this article examines factors that promote or impede grass-roots change efforts in elementary schools, specifically teachers' attempts to shift from a traditional textbook, teacher-centered language and literacy curriculum to learner-centered, whole-language approaches. 3 major sources of tension are identified: (1) tension between an old paradigm or belief system about language and learning, and new ideas requiring a paradigm shift, (2) tension created when a teacher attempts to implement new instructional strategies and teacher-developed curriculum while maintaining in-place curriculum, and (3) tension between the teacher(s) engaged in change and other teachers in a school. The teachers' experiences suggest that the dynamics of colleague hostility or support play a major role in school reform.