ERIC Number: ED343846
Record Type: RIE
Publication Date: 1991-Nov
Reference Count: N/A
Empowering the School Community: Meeting the Challenge through Intra-University and University-School District Collaboratives.
Melenyzer, Beverly J.
Results from an ethnographic study reveal the meanings and social actions of teachers and administrators that were used to support a teachers' theory of empowerment. This practitioner's model offers a definition, principles, and behaviors that reflect teacher empowerment as it occurs in the school. Implications of this model for building intra-university and school district collaboratives are discussed. The paper proposes ways of integrating the principles of empowerment into preservice and inservice teacher and administrator education programs. Results of the one-year ethnographic study are based on narrative accounts of their daily lives by 40 elementary and middle school teachers and their administrators. According to the findings of the study, the following elements promote and sustain teacher empowerment: (1) the school culture as reflected in the cultural norms; (2) the social practices and social knowledge of empowered teachers; and (3) transformative leadership. Twenty-seven references are included. (Author/IAH)
Descriptors: Administrator Attitudes, Administrator Education, College School Cooperation, Educational Cooperation, Educational Environment, Ethnography, Higher Education, Inservice Teacher Education, Intermediate Grades, Junior High Schools, Middle Schools, Preservice Teacher Education, Teacher Attitudes, Teacher Education Curriculum
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Teacher Empowerment
Note: Paper presented at the Annual National Conference of the National Council of States on Inservice Education (16th, Houston, TX, November 22-26, 1991).