Communities of Practice: A Consortium of Catholic Elementary Schools' Collaborative Journey

Autor/inn/en	Huchting, Karen K.; Cunningham, Matthew P.; Aldana, Ursula S.; Ruiz, Delmy
Titel	Communities of Practice: A Consortium of Catholic Elementary Schools' Collaborative Journey
Quelle	In: Journal of Catholic Education, 21 (2017) 1, Artikel 4 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2164-0246
Schlagwörter	Communities of Practice; Consortia; Catholic Schools; Elementary Schools; Case Studies; Institutional Mission; Educational Improvement; Interviews; Teacher Surveys; Administrator Surveys; Principals; Meetings; Educational Cooperation; Partnerships in Education; Semi Structured Interviews; Advertising; Enrollment Trends; Financial Support; Participative Decision Making; Transformational Leadership; Teacher Collaboration; Institutional Characteristics; Observation; California + Suchen Sie Ihr Suchwort? Community; Vereinigung; Katholische Schule; Elementary school; Grundschule; Volksschule; Case study; Fallstudie; Case Study; Teaching improvement; Unterrichtsentwicklung; Interviewing; Interviewtechnik; Principal; Schulleiter; Meeting; Tagung; Education; cooperation; Kooperation; Hochschulpartnerschaft; Werbung; Finanzielle Förderung; Lehrerkooperation; Beobachtung; Kalifornien
Abstract	Archdioceses and dioceses around the United States continue to brainstorm innovative ways to market their schools in an education system that provides a number of choices to parents and their children. Applying Wenger's (1998) learning theory entitled Communities of Practice (COPs), the purpose of this case study was to investigate one such plan to improve the viability of three inner-city Catholic elementary schools that had similar missions, were located within just a few miles of one another, and served the same neighborhoods of a working-class, culture-rich Latino community in Southern California. Data collection included in-depth interviews with principals and teachers and site visits that involved observations of classroom lessons and joint faculty meetings. Data were analyzed using a two-step coding scheme that was grounded in the main tenets of the theoretical framework. Findings showed the early stages of an interschool consortium that consisted of multiple levels of distributed leadership and the development and maintenance of COPs among principals, teachers, parents, and students. The findings of this study offer a potential model for Catholic schools in similar contexts. (As Provided).
Anmerkungen	Loyola Marymount University. School of Education 1 LMU Drive, University Hall Suite 1760, Los Angles, CA 90045. e-mail: catholicedjournal@lmu.edu; Web site: http://digitalcommons.lmu.edu/ce
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01