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By S. Feigelstock

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Both aided me in defending my research role. Goodenough's Culture, Language, and Society (1981) provided the basis of the organization of the case study into three major categories: the social group as a whole, smaller subgroups of teachers, and one teacher operating within the larger group. When I reviewed the research on teacher culture, I discovered that most work discussed teachers as a single culture. For example, Wolcott's Teachers Versus Technocrats (1977) represents school culture as a moiety system with teachers represented as one half of the moiety.

Informally, as they interacted with colleagues, they sometimes joked about issues but seldom openly opposed Barnes. In their official roles, they worked to implement the goals, but they rarely expressed enthusiastic support among their peers. Barnes's work with the three groups promoted a phenomenon that Fullan and Stiegelbauer (1991) refer to as balkanization and Sergiovanni (1986) calls wild centers. Normally, centers in schools provide stability and are "normal 6 Theoretical Frameworks in Qualitative Research and necessary for establishing social order and providing meaning"; but they can, if left unattended, become "wild centers" that "may not only contradict administrative and organizational aspirations but may conflict as well among themselves" (Sergiovanni, 1986, p.

Veteran teachers frequently voiced their annoyance that new teachers were influencing the future of the school more than veterans. The School Improvement Team, a mostly veteran group elected by their teaching peers, felt frustrated that Barnes had assigned the task of leading the reform to the At-Risk Steering Committee. The teachers and classified staff on the School Improvement Team had been elected by their peers to represent them in areas such as determining and planning implementation of the school goals.

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