Literaturnachweis - Detailanzeige
| Autor/inn/en | Voelkel, Robert H., Jr.; Chrispeels, Janet H. |
|---|---|
| Titel | Within-School Differences in Professional Learning Community Effectiveness: Implications for Leadership |
| Quelle | In: Journal of School Leadership, 27 (2017) 3, S.424-451 (28 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1052-6846 |
| DOI | 10.1177/105268461702700305 |
| Schlagwörter | Faculty Development; Communities of Practice; Teacher Collaboration; Academic Achievement; Principals; Instructional Leadership; Teaching Methods; Educational Change; Administrator Attitudes; Teacher Attitudes; Teacher Behavior; Teacher Administrator Relationship; Barriers; Transformational Leadership; School Districts; Kindergarten; Elementary Secondary Education; Teamwork; Participative Decision Making; California |
| Abstract | Research suggests effective professional learning communities (PLCs) enhance teacher collaboration and student achievement. Within-school variation in PLC processes, however, is underexplored. This study highlights differences in teacher behavior and teams' perceptions of principal leadership in well-functioning teams versus less well-functioning ones. Analysis of interviews of principals and team members showed teams differed in intensity of analysis of student work and the level of changes in instructional practices. High-functioning teams felt supported by the principal while the less well-functioning teams did not. These findings suggest the need for more active principal facilitation of PLCs to achieve full benefits. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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