District Strategic Teaming: Leadership for Systemic and Sustainable Reform

Autor/inn/en	Alsbury, Thomas L.; Blanchard, Margaret R.; Gutierrez, Kristie S.; Allred, Chris M.; Tolin, A. Dell
Titel	District Strategic Teaming: Leadership for Systemic and Sustainable Reform
Quelle	In: Research in Educational Administration & Leadership, 3 (2018) 2, S.139-177 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2564-7261
Schlagwörter	Teamwork; Educational Change; Leadership; Sustainability; School Districts; Educational Cooperation; Rural Schools; Poverty; Organizational Culture; Educational Innovation; STEM Education; Middle Schools; Barriers; Longitudinal Studies + Suchen Sie Ihr Suchwort? Bildungsreform; Führung; Führungsposition; Nachhaltigkeit; School district; Schulbezirk; Education; cooperation; Kooperation; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Armut; Unternehmenskultur; Instructional innovation; Bildungsinnovation; STEM; Middle school; Mittelschule; Mittelstufenschule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Reform efforts in schools have become increasingly focused on the nature and direction of teamwork in efforts to achieve sustained and systemic districtwide capacity for innovation and needed change. The six-year study reported in this article involved development, implementation, and assessment of a unique collaborative process for districtwide reform in some of the most challenging and fluid educational settings in the United States of America. This reform process, called District Strategic Teaming, involved a representative vertical cross-section of members from the district office to school-based support staff. Participating schools are located in isolated, rural communities in the south-eastern region of the United States of America that experience high rates of teacher turnover and serve student populations living in abject poverty. Despite these challenges, the longitudinal study revealed substantive improvement in organizational culture and reduction of systemic barriers for innovation through the process described in this article. (As Provided).
Anmerkungen	EARDA Turkish Educational Administration Research & Development Association. Dokuz Eylul University, Buca Faculty of Education, Izmir, Turkey 35150. e-mail: eyedderinfo@gmail.com; Web site: http://dergipark.gov.tr/real
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01