Literaturnachweis - Detailanzeige
| Autor/inn/en | Elliott, Bob; Brooker, Ross; Macpherson, Ian; McInman, Adrian; Thurlow, Greg |
|---|---|
| Titel | Curriculum Leadership as Mediated Action. |
| Quelle | (1997), (17 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Curriculum Development; Elementary Secondary Education; Foreign Countries; Instructional Leadership; Interprofessional Relationship; Organizational Climate; School Culture; School Organization; Teacher Empowerment; Teacher Leadership; Teacher Participation; Australia |
| Abstract | If contemporary plans for devolved decision making to schools in Australia are to be realized, the role of all teachers in curriculum decision-making processes will need to be acknowledged. This paper presents findings of a study that sought to build a theory of curriculum leadership from the teachers' own perspectives--a theory of curriculum leadership conceived of as a phenomenon of school contexts in which there is a dynamic interplay between a set of contextual mediational means and teachers' psychosocial factors. The study adopts a Vygotskian framework to consider the phenomenon of curriculum leadership as "mediated action." The framework posits a reciprocal relationship between the "psychological tools" of individual teachers engaging in curriculum action, the action itself, and the school culture. Data were gathered through a survey of 2,805 teachers in 109 primary schools and 20 secondary schools in Queensland, Australia. The survey elicited 1,510 usable responses, an approximate 53 percent response rate. Contextual mediational means include the school's organizational structure, social dynamics, and images of curriculum. These factors reciprocally interrelate with an individual teacher's personal qualities to influence the way in which that teacher engages in curriculum-leadership actions. School administrators should ensure that appropriate contexts exist and communicate them to teachers. Teachers should monitor those aspects of their professional lives that enhance their confidence, risk taking, and trust. Three tables are included. (Contains 18 references). (LMI) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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