NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ916107
Record Type: Journal
Publication Date: 2010-May
Pages: 32
Abstractor: As Provided
Reference Count: 84
ISBN: N/A
ISSN: ISSN-1052-6846
The Place of Autonomy in School Community: Taking a Closer Look at Teacher Collaboration
Gates, Gordon S.; Watkins, Millie
Journal of School Leadership, v20 n3 p272-303 May 2010
Teachers hold the key to school reform. Professional learning communities--as well as other related strategies, including collaborative and distributive models of leadership--offer much that is promising. Yet, weaknesses documented in research require attention. We conducted a study of teachers in two elementary schools identified as exemplary professional learning communities to explore the ways that teachers' collaboration, shared decision making, and leadership were resources for development and innovation. For this study, we coded and organized transcribed interviews and field notes, forming a typology of teachers' practices and interpretation about the paradoxical value and role of autonomy in community. We conclude this article by discussing the importance of teacher inquiry and research on student learning as mechanisms for aligning autonomy and heteronomy in school community. (Contains 1 figure and 2 tables.)
Rowman & Littlefield. 4501 Forbes Boulevard Suite 200, Lanham, MD 20706. Tel: 800-462-6420; Tel: 717-794-3800; Fax: 800-338-4550; Fax: 717-794-3803; e-mail: custserv@rowman.com; Web site: http://rowman.com/Page/Journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Washington
Identifiers - Assessments and Surveys: Georgia Criterion Referenced Tests