NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ813224
Record Type: Journal
Publication Date: 2008-Oct
Pages: 10
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-0040-5841
The Principal's Role in Fostering Collaborative Learning Communities through Faculty Study Group Development
Mullen, Carol A.; Hutinger, Janice L.
Theory Into Practice, v47 n4 p276-285 Oct 2008
This article explores the leadership of school principals with respect to faculty study group development as a key element of the professional learning community. Questions asked concern the approaches that principals use to facilitate study group processes that, in turn. foster teacher learning and student achievement, and ways in which principals might best support the integration of schoolwide faculty teams and school-university partnerships. For this writing, the authors analyzed research on the principal's role in facilitating and maintaining the study group as a strategy of embedded professional development. They also reviewed the research on partnerships that supports study groups as a strategy of professional development and school reform. Referencing literature and real-world examples, the authors offer conceptualizations and illustrations of the principals' role in supporting the professional learning of their faculties.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A