ERIC Number: ED396450
Record Type: RIE
Publication Date: 1996-Apr
Reference Count: N/A
Collaborative Inquiry with School Principals To Implement a Continuous Learning Culture.
Dolbec, Andre; Savoie-Zajc, Lorraine
In the context of a professional-development reform movement in Quebec, the Ministry of Education asked universities to participate in the training of school principals so that they could implement a culture of continuous learning in their own schools. The university researchers used a bottom-up approach to initiate collaborative inquiry with 37 principals interested in learning about action research. The researchers modeled collaborative inquiry with the principals by reflecting on their own practice so that the principals could implement the practice with their own staffs and become learning partners. The paper proposes a definition of bottom-up collaborative inquiry and describes a 2-year study within which principals developed support groups with the help of the university researchers. The principals learned and experimented with new ways to relate with their staff in the context of school renewal. Additionally, the principals' leadership practices changed through several action-reflection cycles within an action-research context. (Contains 24 references.) One figure is included. (LMI)
Descriptors: Action Research, Administrator Effectiveness, College School Cooperation, Cooperative Learning, Elementary Secondary Education, Foreign Countries, Higher Education, Leadership, Organizational Development, Participatory Research, Principals, Professional Development, Reflective Teaching, Theory Practice Relationship
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996).