NotesFAQContact Us
Search Tips
PDF pending restoration PDF pending restoration
ERIC Number: ED365029
Record Type: Non-Journal
Publication Date: 1992-Nov-13
Pages: 33
Abstractor: N/A
Reference Count: N/A
Involving Special Educators in School Reform: The Development of Peer Leadership. Appendix B.
Kay, Pamela J.; And Others
This study looked at the critical elements of peer leadership exhibited by special and general educators in a school where the 21 teachers had the opportunity to develop a common language and knowledge base, to understand one another's beliefs about the children they teach, and to set common goals for their work. Analysis of peer leadership skills was based on self-ratings and peer nominations of the 6 special educators and 15 general educators. Results indicated that the special educators were perceived by their peers as more skilled than the general educators in five areas: group functioning, education general (or master teacher), confrontation, diagnosing organizations, and resource bringing. There were no skills in which the general educators' peer nominations exceeded nominations for special educators. Special educators rated themselves higher than general educators in three areas: initiative taking, resource bringing, and demonstration. The study concludes that special educators have leadership abilities that can be more widely applied to school reform, that these leadership abilities can be developed over time, and that elaborate "career ladders" that can violate standards of equality among teachers may not be needed to generate this leadership. (Contains 22 references.) (Author/JDD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Vermont Univ., Burlington. Coll. of Education & Social Services.