Sustaining Teacher Leadership

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Beschreibung

Informationen zum Autor Linda Dawson Gonzales is Project Director for Broward County Documentation! Lucent Learning Communities Project! Florida. She holds a Doctor of Philosophy from University of Florida! Gainesville. Klappentext Sustaining Teacher Leadership describes a model for linking leadership and learning and identifies six components necessary for enabling a culture for teacher leadership: learning, valuing, nurturing, supporting, sharing, and coaching. The model is based on an historical review of artifacts from earlier qualitative studies, which report on eight years of a middle school's restructuring and restructuring experiences. The book also describes the development of a learning culture and five teachers' identification with a democratic teacher-leadership style. Five teacher-leader participants with full time teaching responsibilities were selected from teachers who had participated for four or more years in the enabling school culture and transferred together to a newly opening school. Inhaltsverzeichnis Chapter 1 Foreword Chapter 2 Preface Chapter 3 Chapter One: Teacher Leadership in the 21st Century: An Introduction: Teachers' Work: Teacher Isolation: A Core Problem in Schools; Teachers as Change Agents; Professionalization of Teaching: Some Teachers Are Leaders; A Professional Culture: All Chapter 4 Chapter Two: Context and Methods: Historical Context of the Study; Research Questions; Methodology: Historical Artifacts; Participants and Setting; Data Collection; Researcher Bias; Trustworthiness; Delimitations and Limitations of the Study Chapter 5 Chapter Three: Enabling Culture for Teacher Leadership: Reculturing and Restructuring; Learning and Leading Cycle; Reculturing: 1988-1992: Followers to Leaders; Knowledge Keepers to Collaborative Learners; Junior High to Middle School Philosophy; Chapter 6 Chapter Four: Developing a Teacher Leader Identity: Teaching Stories from the First Generation: 1988-1992; Teaching Stories from the Second Generation: 1992-1996; Learning and Leading Cycle Chapter 7 Chapter Five: Teacher Leaders Influence an Inchoate School Culture: Echo Valley Middle School: The First Three Years; Learning and Leading Cycle; Leadership capacity School Survey; School Climate Survey; Teacher Leaders in the Classroom; Curriculum Chapter 8 Chapter Six: Implications for Further Study: Connections to Leadership Theory; Sustainability and Nested Systems; Recommendations for Further Study Chapter 9 Appendix A: Artifacts List Chapter 10 Appendix B: Interview Protocol; Letter of Consent Chapter 11 References Chapter 12 Index Chapter 13 Author's Biographical Sketch ...

Autorentext

Linda Dawson Gonzales is Project Director for Broward County Documentation, Lucent Learning Communities Project, Florida. She holds a Doctor of Philosophy from University of Florida, Gainesville.



Klappentext

Sustaining Teacher Leadership describes a model for linking leadership and learning and identifies six components necessary for enabling a culture for teacher leadership: learning, valuing, nurturing, supporting, sharing, and coaching. The model is based on an historical review of artifacts from earlier qualitative studies, which report on eight years of a middle school's restructuring and restructuring experiences. The book also describes the development of a learning culture and five teachers' identification with a democratic teacher-leadership style. Five teacher-leader participants with full time teaching responsibilities were selected from teachers who had participated for four or more years in the enabling school culture and transferred together to a newly opening school.



Inhalt

Chapter 1 Foreword Chapter 2 Preface Chapter 3 Chapter One: Teacher Leadership in the 21st Century: An Introduction: Teachers' Work: Teacher Isolation: A Core Problem in Schools; Teachers as Change Agents; Professionalization of Teaching: Some Teachers Are Leaders; A Professional Culture: All Chapter 4 Chapter Two: Context and Methods: Historical Context of the Study; Research Questions; Methodology: Historical Artifacts; Participants and Setting; Data Collection; Researcher Bias; Trustworthiness; Delimitations and Limitations of the Study Chapter 5 Chapter Three: Enabling Culture for Teacher Leadership: Reculturing and Restructuring; Learning and Leading Cycle; Reculturing: 1988-1992: Followers to Leaders; Knowledge Keepers to Collaborative Learners; Junior High to Middle School Philosophy; Chapter 6 Chapter Four: Developing a Teacher Leader Identity: Teaching Stories from the First Generation: 1988-1992; Teaching Stories from the Second Generation: 1992-1996; Learning and Leading Cycle Chapter 7 Chapter Five: Teacher Leaders Influence an Inchoate School Culture: Echo Valley Middle School: The First Three Years; Learning and Leading Cycle; Leadership capacity School Survey; School Climate Survey; Teacher Leaders in the Classroom; Curriculum Chapter 8 Chapter Six: Implications for Further Study: Connections to Leadership Theory; Sustainability and Nested Systems; Recommendations for Further Study Chapter 9 Appendix A: Artifacts List Chapter 10 Appendix B: Interview Protocol; Letter of Consent Chapter 11 References Chapter 12 Index Chapter 13 Author's Biographical Sketch

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Produktinformationen

Titel
Sustaining Teacher Leadership
Untertitel
Beyond the Boundaries of an Enabling School Culture
Autor
EAN
9780761823957
ISBN
0761823956
Format
Kartonierter Einband
Anzahl Seiten
166
Gewicht
218g
Größe
H216mm x B140mm x T9mm
Jahr
2004
Untertitel
Englisch
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