ERIC Number: ED363962
Record Type: Non-Journal
Publication Date: 1993
Reference Count: N/A
The Distribution of Leadership at Classroom Level: Snapshots from Three Classrooms at Hollibrook Elementary School.
During the 1991-1992 school year, a case study of leadership was conducted at Hollibrook Elementary School (Spring Branch, Texas). Five themes were identified that reflected the schoolwide norms for interaction--collective strength, trust/responsibility/accountability, community of learning, risk taking, and self-fulfillment. This paper presents findings of a followup study that was conducted from 1992 to 1993. The study sought: (1) to determine in what ways these five themes were evident in the classrooms; and (2) to identify what the teachers, administrators, and students did to operationalize these themes in the classroom. Data were collected through observation of and interviews with four teachers (two pairs) involved in team teaching. Findings suggest that the five schoolwide themes were transmitted in the classroom through the classroom structure, words and actions, the curriculum, instruction, and assessment techniques. The transmission of these themes resulted in a classroom culture that closely reflected the school culture--an environment in which all students actively participated in curriculum, instruction, and assessment decisions. Findings suggest that school reform efforts resulted in the distribution of leadership roles among staff and faculty, which led to the distribution of leadership roles among students. Appendices contain two figures and the interview protocol. (LMI)
Descriptors: Classroom Environment, Classroom Techniques, Educational Environment, Elementary Secondary Education, Instructional Effectiveness, Organizational Climate, Program Implementation, Student Participation
National Center for School Leadership, University of Illinois at Urbana-Champaign, 1208 W. Springfield Avenue, Urbana, IL 61801 ($4).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for School Leadership, Urbana, IL.