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ERIC Number: EJ965152
Record Type: Journal
Publication Date: 2009
Pages: 20
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-1064-4474
Aspiring to a Continuous Learning Ethic: Building Authentic Learning Communities for Faculty and Administration
Frick, William C.; Polizzi, Joseph A.; Frick, J. Edward
Educational Leadership and Administration: Teaching and Program Development, v21 p7-26 2009
An intentional, active and self-regulated approach to professional growth results in improved instruction and higher levels of student achievement over time. School systems that aspire to a continuous learning ethic socialize educators to act on the assumption that all students and all educators are capable of learning and reaching high standards. This article explores the emergence of the notion of a continuous learning ethic within sustainable educational reform, and the experiences of three school districts in introducing, nurturing and building collaborative learning for teachers, student-teachers and administrators. The central phenomenon explored in this article is the powerful role that sustained professional development is playing in education reform efforts and how school leaders are utilizing a continuous learning ethic in forms of adult learning within the context of work. Also, specific practical applications of professional development initiatives that strive to instill a moral purpose for continuous learning are examined and critiqued. (Contains 1 footnotes.)
California Association of Professors of Education Administration. Web site: http://www.capea.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania