Developing Professional Community in New and Restructuring Urban Schools.

Autor/inn/en	Kruse, Sharon D.; Louis, Karen Seashore
Institution	Center on Organization and Restructuring of Schools, Madison, WI.
Titel	Developing Professional Community in New and Restructuring Urban Schools.
Quelle	(1993), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Case Studies; Community Change; Comparative Analysis; Cooperation; Elementary Secondary Education; Ethnography; Human Resources; Leadership; Longitudinal Studies; Middle Schools; Organizational Change; Organizational Climate; Professional Autonomy; Professional Development; Professional Isolation; Teaching (Occupation); Urban Schools + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Co-operation; Kooperation; Ethnografie; Humankapital; Führung; Führungsposition; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Middle school; Mittelschule; Mittelstufenschule; Organisationswandel; Organisationsklima; Berufsfreiheit; Teaching; Lehrberuf; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This paper reports on a longitudinal study of four urban schools that sought to develop professional community as part of a restructuring process. The study focuses on how restructuring affected teachers' work over a 3-year period. It reports that the absence of structural conditions can impede the growth of professional community; however, their presence cannot ensure such growth. In addition, the creation of professional community is not an automatic consequence of teacher empowerment or school autonomy. Data support the notion that the most central social and human resources supporting the growth of school communities are: (1) teacher expertise related to cognitive and skill outcomes for classroom practice; and (2) leadership supportive of teacher efforts, including their cognitive and skill acquisition. Such supportive leadership contributes to the development of a base of trust and respect, the creation of an environment open to improvement, and the creation of a sense of efficacy emanating from successful efforts of the staff toward improvement and increased student learning. (Contains 8 references.) (GLR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01