Collective responsibility : redefining what falls between the cracks for school reform /
How to achieve school reform and organisational change has been a subject of much inquiry and interest by educators, education systems and academics. This volume advances both conceptual and methodological knowledge in understanding the cultural changes required at the school level to develop teache...
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| Format: | Electronic eBook |
| Language: | English |
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Rotterdam :
Sense Publishers,
2012
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| Subjects: | |
| Local Note: | ProQuest Ebook Central |
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| 100 | 1 | |a Whalan, Frances. | |
| 245 | 1 | 0 | |a Collective responsibility : |b redefining what falls between the cracks for school reform / |c Frances Whalan. |
| 260 | |a Rotterdam : |b Sense Publishers, |c 2012. | ||
| 300 | |a 1 online resource (xv, 229 pages) : |b illustrations | ||
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| 504 | |a Includes bibliographical references. | ||
| 505 | 0 | |a Collective Responsibility -- CONTENTS -- LIST OF TABLES -- LIST OF FIGURES -- APPENDICES -- FOREWORD: COLLECTIVE RESPONSIBILITY: A Way Forward to Real Reform -- ACKNOWLEDGEMENT -- ABSTRACT -- CHAPTER 1: INTRODUCTION -- COLLECTIVE RESPONSIBILITY MATTERS -- LINKS TO STUDENT ACHIEVEMENT GAINS -- Links to Collegiality -- OUTLINE OF THE STUDY -- CHAPTER 2: MAPPING THE TERRAIN: Discourses Related To Teachers� Collective Responsibility For Student Learning -- INTRODUCTION -- RATIONALE FOR A MULTIPLE DISCOURSE APPROACH -- PROFESSIONAL COMMUNITY | |
| 505 | 8 | |a Links to Collective ResponsibilityDefining Professional Community -- Characteristics of Professional Communities -- Tensions in the Formation of a Professional Community -- Limitations to the Formation of Professional Community -- PROFESSIONAL DEVELOPMENT -- Links to Collective Responsibility -- Defining Professional Development -- Characteristics of Professional Development -- Benefits and Tensions of Professional Development -- Limitations of Professional Development -- Professional Development and Leadership -- RELATIONAL TRUST | |
| 505 | 8 | |a Links to Collective ResponsibilityDefining Relational Trust -- Characteristics of Relational Trust -- Benefits and Tensions of Relational Trust -- Leadership and Relational Trust -- ACCOUNTABILITY -- Links to Collective Responsibility -- Defining Accountability -- Benefits and Tensions of Accountability -- Accountability and Leadership -- SELF AND COLLECTIVE EFFICACY -- Links to Collective Responsibility -- Defining Self and Collective Efficacy -- Benefits and Limitations of Efficacy -- OVERVIEW OF THE FIVE DISCOURSES -- CONCLUSION | |
| 505 | 8 | |a CHAPTER 3: RESEARCH METHODOLOGY INTRODUCTION -- MULTIPLE CASE STUDY -- Selection of School Sites -- MIXED METHODS APPROACH -- QUANTITATIVE METHODS -- Conceptual Differences in the Measurement of Collective Responsibility -- Teacher Efficacy and Teacher Responsibility: Implications for Scale Development -- QUALITATIVE METHODS -- Individual and Group Interviews -- CHARACTERISTICS OF THE DATA SET -- Survey Data Set -- Interview Data Set -- Preparation of the Interview Data -- LIMITATIONS OF THE METHODOLOGY -- CONCLUSION | |
| 505 | 8 | |a CHAPTER 4: EXPLORATION OF THE VARIABLES RELATED TO COLLECTIVE RESPONSIBILITY INTRODUCTION -- PREPARATION OF THE SURVEY DATA -- FACTOR ANALYSIS AND SCALE RELIABILITY -- Factor Structure -- COMPARISON OF MEANS -- Analysis of Variance and Effect Size Estimations -- CORRELATION ANALYSIS -- RELATIONSHIP BETWEEN MEASURES OF TEACHER RESPONSIBILITY AND COLLECTIVE RESPONSIBILITY -- CONCLUSION -- CHAPTER 5: COLLECTIVE RESPONSIBILITY IN FOUR SCHOOLS -- OVERVIEW -- INTRODUCTION -- GREENGATE PRIMARY SCHOOL -- Contextual Overview -- Professional Development | |
| 520 | |a How to achieve school reform and organisational change has been a subject of much inquiry and interest by educators, education systems and academics. This volume advances both conceptual and methodological knowledge in understanding the cultural changes required at the school level to develop teachers' collective responsibility for student learning. The concept of teachers' collective responsibility is both intriguing and elusive as it traverses both sociological and psychological aspects of teaching. Five major but interconnected discourses: professional community; professional development; relational trust; accountability; and efficacy map the terrain of this complex phenomenon. Results reported in this volume provide clear evidence that collective responsibility is positively correlated the coherence between professional learning programs and the school's learning goals, teachers' commitment to enact those shared goals and teacher-to-teacher trust. In addition, teachers' collective struggle to address pressing issues for teaching and learning, and pedagogical leadership, when embedded in the organisational capacity of a school, form a complex and dynamic set of factors influencing the development of collective responsibility. Drawing together these important findings surfaces a need to rethink how schools, education systems and academics pay attention to what falls between the cracks for school reform. This book addresses aspects of school culture that guide the choices in the development of teachers' collective responsibility. Professional development, collective struggle, professional community, relational trust and pedagogical leadership as elements of school culture and organisational reform are modelled as a continuum of micro-political conditions interacting at the school level. This model offers new insights into the complexity of collective responsibility as a multi-dimensional phenomenon and is a useful guide to organisational change for school and system leaders and academics whose research interests are focused on the how of organisational change. | ||
| 546 | |a English. | ||
| 590 | |a ProQuest Ebook Central |b Ebook Central College Complete | ||
| 650 | 0 | |a Educational change. | |
| 650 | 0 | |a School improvement programs. | |
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