Enabling school structures, collegial trust and academic emphasis

Gray, Jo Anna; Kruse, Sharon D.; Tarter, C. John

doi:10.1177/1741143215574505

Cited by 80 publications

(71 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Gray, Keuse and Tarter's data contends that "enabling school structures, collegial trust and academic emphasis are antecedents to the development of professional learning communities (Gray, Kruse, & Tarter, 2016)." In addition, school leaders' attendance in formal organizations and activities have a positive effect on building collegial trust.…”

Section: Literature Reviewsmentioning

confidence: 99%

Research on the Influencing Factors of High School English Teacher Professional Learning Community Evaluation in Changchun, China

Li¹,

Tu²

2018

ELT

View full text Add to dashboard Cite

This research shows the development and influencing factors of high school English teachers' evaluation of professional learning community in Changchun, China. Followed Olivier and Hipp & Huffma's research, the teacher professional learning community evaluation questionnaire was developed by the researchers. 422 English teachers in Changchun were invited to participate in the online survey. This study found that the organization characteristics of professional learning communities in this city shared similar characteristics with Western countries at some degree. English perceptions of including the "shared personal practice" and "collective learning and application" achieves the average level in this research. Compared to the western professional learning communities, the Chinese professional learning communities in this study lack of the democratic leadership and shared value and vision attributions. According to the analysis, we find that the Confucian cultural context, teacher' career development stages, the pressures of national college entrance examination and the systematic teaching training have a significant impact on the evaluation of teacher professional learning communities. Aiming at to build a learning organisation rather than a bureaucratic administration, we suggest that the "shared value and vison" and "shared and supportive leadership" needs more reform in the current professional learning communities. Namely, traditional Soviet model of school-based professional learning communities need to reform toward a learning organisation emphasizing the teaching and learning.

show abstract

Section: Literature Reviewsmentioning

confidence: 99%

Research on the Influencing Factors of High School English Teacher Professional Learning Community Evaluation in Changchun, China

Li¹,

Tu²

2018

ELT

View full text Add to dashboard Cite

show abstract

“…B. Berkemeyer et al 2015;Gray et al 2016). Aus der Forschung zum unterstützenden Führungsverhalten ließe sich hier der Ansatz der structural leadership einordnen (vgl.…”

Section: Ansatzpunkte Unterstützenden Führungsverhaltensunclassified

“…Vertrauens-und Beziehungsstiftung: Selbst ergiebige inhaltliche Anregungen dürften für die pädagogische Praxis folgenlos bleiben, wenn das professionelle Verhältnis der Lehrkräfte von Misstrauen oder Unsicherheit geprägt ist (Wells und Feun 2007;Pröbstel und Soltau 2012;Wang 2015). Substanzielle Auseinandersetzungen mit unterrichtlichen Entwicklungsbedarfen und das erfolgreiche Ringen um problemadäquate Lösungsstrategien verlangen nach Offenheit, lassen argumentative Kontroversen zu und können die professionelle Autonomie und Identität einzelner Mitglieder zeitweilig erschüttern (Cranston 2011;Gray et al 2016). Sie setzen daher vertrauensbasierte interpersonelle Beziehungen voraus, welche die Gruppenkohäsion auch in schwierigen Arbeitsphasen gewährleisten (Hallam et al 2015;Zheng et al 2016).…”

Section: Ansatzpunkte Unterstützenden Führungsverhaltensunclassified

“…B. Berkemeyer et al 2015;Gray et al 2016). Einem frühzeitigen Ende entsprechender Entwicklungsprozesse sollte die Schulleitung zudem (mikro-)politisch entgegenwirken, indem sie die domänenspezifische Expertise der PLG-Mitglieder anerkennt und in innerschulischen Entscheidungs-und Gestaltungsfragen berücksichtigt (z.…”

Section: Implikationen Für Die Schulische Führungspraxisunclassified

See 1 more Smart Citation

Unterstützendes Führungsverhalten schulischer Leitungskräfte für die Arbeit professioneller Lerngemeinschaften im Kollegium

2019

View full text Add to dashboard Cite

Zusammenfassung Ergänzend zu einer primär outcome-orientierten Erforschung von Professionellen Lerngemeinschaften wendet sich der Beitrag günstigen innerschulischen Entwicklungsbedingungen für die Arbeit dieser Gemeinschaften zu. Dabei interessiert vor allem, welche prädiktive Kraft unterstützende Führungspraktiken der Schulleitung für variierende Ausprägungen konstitutiver Merkmale von Professionellen Lerngemeinschaften besitzen und worin diese Führungspraktiken konkret bestehen. Um diesen Fragen nachzugehen, werden im Theorieteil des Beitrags sowohl Kerndimensionen von Professionellen Lerngemeinschaften als auch mögliche Ansatzpunkte ihrer gezielten Förderung durch eine Synopse vorliegender Systematisierungen und Einzelstudien beschrieben. Die Literatursichtung lässt u. a. erkennen, dass sich eine unterstützende Führung nicht auf die Bereitstellung struktureller Ressourcen beschränkt, sondern zudem die Stärkung vertrauensvoller Beziehungen, inhaltliche Impulse für die Unterrichtsentwicklung sowie die Teilung von Führungsverantwortung beinhaltet. Die Ergebnisse von Mehrebenen-Strukturgleichungsmodellen (N = 395 Lehrkräfte) dokumentieren erwartungskonform praktisch bedeutsame Zusammenhänge zwischen wahrgenommenem Führungsverhalten

show abstract

“…Each teacher stressed the importance of communication between interdisciplinary team members and contacts at the community schools, however teachers did not mention the importance of building a relationship of trust. Although communication is key for constructing relationships, the effectiveness is minimal if these professionals do not trust one another's unique knowledge and expertise (Bryk & Schneider, 2002;Gray, Kruse, & Tarter, 2016). Trust provides a foundation for a successful and reciprocal relationship, and in order to build trust there needs to be an understanding of one another's identity and role (Bryk & Schneider, 2002;Gray, Kruse, & Tarter, 2016).…”

Section: Recommendationsmentioning

confidence: 99%

Examining Factors, Supports, and Transitional Resources Among Students Attending Agency Schools in Southwestern Ontario

Pizzuto¹

2019

ICERI Proceedings

View full text Add to dashboard Cite

Mental health challenges continue to rise amongst children, proving the need for successful school based mental health services. Agency schools can combine treatment and education in order to try and meet the diverse needs of students in-risk that are unable to succeed in community school settings. In conducting this study, I present and interpret the perspective of teachers for policy makers, administrators, and researchers to develop a deeper understanding of the structure and dynamics of day treatment programs and transitions, so that agency schools can continue to develop to meet the needs of students. In this qualitative case study, I investigated the lived experiences of teachers working in agency schools in a region in Southwestern Ontario. Semi-structured interviews were conducted, and the data was analyzed through Interpretative Phenomenological Analysis (IPA). Five themes emerged from an analysis of the data: 1) Teaching the Whole Child; 2) Communication; 3) Collaboration and Team Dynamics; 4) The Present Role of Parent(s) and/or Guardians; and 5) Successful and Adaptive Transition. The themes present a general conception of how teachers identify their role in agency schools while providing evidence of the success of day treatment programs and student transitions.

show abstract

Enabling school structures, collegial trust and academic emphasis

Cited by 80 publications

References 29 publications

Research on the Influencing Factors of High School English Teacher Professional Learning Community Evaluation in Changchun, China

Research on the Influencing Factors of High School English Teacher Professional Learning Community Evaluation in Changchun, China

Unterstützendes Führungsverhalten schulischer Leitungskräfte für die Arbeit professioneller Lerngemeinschaften im Kollegium

Examining Factors, Supports, and Transitional Resources Among Students Attending Agency Schools in Southwestern Ontario

Contact Info

Product

Resources

About