The Role of Teacher Callaboration in School Reform

Gable, Robert A.; Manning, M. Lee

doi:10.1080/00094056.1997.10521096

Cited by 17 publications

(15 citation statements)

References 8 publications

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“…Mutual adjustment -where the coordination of work is made possible by a process of informal communication between people conducting interdependent work. Research on collaboration (e.g., Gable & Manning, 1997) and teambuilding methods (e.g., Robinson-Kurpius & Keim, 1994) deal with mutual adjustment. The main purpose with teambuilding is to enhance and improve collaboration, which mostly requires team members to adjust themselves to each other.…”

Section: Coordinating Mechanismsmentioning

confidence: 99%

Coordinating work in Swedish schools

Jacobsson

Pousette²

2001

Journal of Educational Administration

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coordination is generally studied almost exclusively with a caseapproach, with the implementation of one specific coordinating method and evaluation of the effects of that method. By contrast, this study explores the daily use of five coordinating strategies in thirty Swedish schools (n = 994 teachers, with an 88 % response-rate to a questionnaire). Furthermore, the relationships between coordinating strategies and (1) coordination problems in the schools and (2) burnout among teachers are investigated. The most important coordinating strategy was 'professional consideration', followed by 'striving for goals'. 'Mutual adjustment' was perceived as important to only a few, and 'following routines' and 'following the boss' were important to almost none of the teachers. The results showed that 'striving for goals' was related to a lesser frequency of coordination problems and lower levels of burnout than 'professional consideration'.

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Section: Coordinating Mechanismsmentioning

confidence: 99%

Coordinating work in Swedish schools

Jacobsson

Pousette²

2001

Journal of Educational Administration

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“…Collaboration may in fact provoke constructive change within the school through the cumulative effect of professionals learning from each other (Donaldson & Sanderson, 1996;Gable & Manning, 1997). It is also acknowledged that teaching practice may benefit from collaboration on a personal level, through providing moral support and confidence; a professional level, enhancing reflective learning; as well as on a practical level, resulting in increased efficiency and reduced workload (Hargreaves, 1994).…”

Section: Crossing Bordersmentioning

confidence: 95%

“…The success of a collaborative teaching culture depends on factors such as prior training and experience in co-teaching; available planning time; shared knowledge of subject matter; and the nature of the relationship between teachers (Gable & Manning, 1997). Attempts to increase collaboration between class and support teachers is therefore likely to involve significant shifts in socially perceived boundaries, especially when EAL students are viewed as a minority group within the school setting.…”

Section: Crossing Bordersmentioning

confidence: 99%

Crossing borders to teach English language learners

Haworth

2008

Teachers and Teaching

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A teacher's identity is thought to evolve in a continuous, situated fashion, amidst dynamic interaction between cognitive, affective, social, cultural and political factors. However, the literature provides little insight into the impact on the ongoing identity construction of class teachers when they encounter a few students with English as an additional language (EAL) in their mainstream classes. This paper reports on a year-long study involving eight class teachers in four different New Zealand primary schools. Data from in-class observations, interspersed by a series of individual reflective discussions, revealed how the presence of EAL students in the mainstream setting created tensions, the resolution of which shaped class teachers' professional identities. Tensions surfaced in data on class teachers' self-efficacy perceptions, selection of teaching roles, relations with support teachers and professional development priorities. These findings thus provide fresh insights into how new situations may impact on class teachers' selfidentities. In particular, this investigation suggests the need for schools, teacher educators and policy makers to assist teachers in challenging, and indeed moving outside of the socially prescribed borders that have traditionally defined their professional identities within the school, in order to build shared practices and more collaborative ways of solving problems.

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“…The advantages include intellectual 'cross-pollination' by developers of educational programmes and decision-makers, efficient allocation of tasks to staff members and the creation of opportunities for integrative approaches to pupils. The importance attributed to cooperation has led to its characterization as a primary condition for work in schools (Shelton & Bauer, 1994;Rogenski, 1996;Gable & Manning, 1997). In addition to the benefits generated by group work, collaboration contributes to improvement of the work of individual teachers (Briscoe & Peters, 1997).…”

Section: Introductionmentioning

confidence: 97%

Effectiveness of school staff meetings: implications for teacher‐training and conduct of meetings

Klein *

2005

International Journal of Research & Method in Education

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On the basis of reports of the limitations of staff meetings in various professions, the contribution of such gatherings to pedagogic activities and faculty cooperation was investigated. Organizational characteristics that differentiate between effective and ineffective conferences were also examined. Two hundred and ninety-four teachers from 64 public schools provided information on meetings in which they had participated and noted the factors that contributed to their success. The findings verify the limited contribution of general meetings, and point to the advisability of consultations of smaller groups of specialized staff. The results indicate a need to imbue school principals and others who conduct teachers' meetings with skills in communication and constructive collaboration. The implications of the findings on management of staff meetings via Internet are discussed.

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The Role of Teacher Callaboration in School Reform

Cited by 17 publications

References 8 publications

Coordinating work in Swedish schools

Coordinating work in Swedish schools

Crossing borders to teach English language learners

Effectiveness of school staff meetings: implications for teacher‐training and conduct of meetings

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