Learning from Success: Exploring the Sustainability of a Collaborative Learning Initiative

Autor/inn/en	Schechter, Chen; Ganon, Sherry
Titel	Learning from Success: Exploring the Sustainability of a Collaborative Learning Initiative
Quelle	In: Journal of Educational Administration, 50 (2012) 6, S.732-752 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/09578231211264667
Schlagwörter	Sustainability; Elementary Schools; Urban Schools; Administrator Attitudes; Teacher Attitudes; Qualitative Research; Interviews; Principals; Elementary School Teachers; Cooperative Learning; Administrator Role; Teaching Conditions; Theory Practice Relationship; Teaching Methods; Alignment (Education); Communities of Practice; Performance Factors; Foreign Countries; Best Practices; Israel + Suchen Sie Ihr Suchwort? Nachhaltigkeit; Elementary school; Grundschule; Volksschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerverhalten; Qualitative Forschung; Interviewing; Interviewtechnik; Principal; Schulleiter; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Kooperatives Lernen; Lehrbedingungen; Unterrichtsbedingungen; Theorie-Praxis-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Community; Leistungsindikator; Ausland
Abstract	Purpose: In light of limited sustainability of past collaborative-learning-centered initiatives over time, the purpose of this paper is to explore the determinants considered by both teachers and principals to influence the sustainability of a collective-learning-from-success (CLS) initiative in 12 urban elementary schools. Design/methodology/approach: Using qualitative methodology, data were collected via face-to-face interviews with 37 teachers and eight principals. Analysis involved identifying common themes, contrasting patterns, and elucidating differences among participants' voices. Findings: In total, six major determinants were identified as influencing the sustainability of the CLS initiative: superintendent's role, principal's role, need for a structured learning setting, burden added to teachers' workload, overuse of theory and underuse of practice, and congruence with school agenda. Originality/value: As researchers and practitioners explore ways to sustain collaborative learning in schools, it is important to further evaluate whether learning communities can be developed and sustained when staff members are encouraged to collectively analyze their successful practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10