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ERIC Number: EJ951112
Record Type: Journal
Publication Date: 2011
Pages: 45
Abstractor: As Provided
ISSN: ISSN-1467-9620
Toward Communal Negotiation of Meaning in Schools: Principals' Perceptions of Collective Learning from Success
Schechter, Chen
Teachers College Record, v113 n11 p2415-2459 2011
Background: In light of the growing complexity of schoolwork, it is important that faculty members move away from isolated learning toward a more collective type of thinking regarding teaching and learning issues. Purpose: Whereas collective learning has mostly been approached from a deficit-based orientation (finding/solving problems and overcoming failures), this study examines principals' perceptions (mindscapes) about the notion and strategy of collective learning from faculty members' successful practices. Research Design: The study employed a qualitative topic-oriented methodology to explore principals' mindscapes concerning collective learning from success in schools. Data Collection and Analysis: Data were collected via face-to-face interviews with 65 elementary, middle, and high school principals. The analysis process involved identifying common themes, contrasting patterns, and elucidating the differences among principals' voices. Findings: Principals argued that in contrast to collective learning processes to evaluate failures and problems, collective learning from successful practices requires a deliberate and conscious shift in mindset with regard to collaborative learning in schools. Principals perceived the competitive culture and the comparison of professional abilities among faculty members as major determinants of a productive collective learning from success. Principals envisioned their role in this interactive process as promoting a learning culture of inquiry, openness, and trust. Recommendations: As a leadership strategy to foster collective learning in schools, both practitioners and researchers need to evaluate whether a learning community can be developed when staff members are encouraged to collectively analyze their successful practices and receive affirmation for doing so. It is important to further inquire how different stakeholders perceive this collaborative learning from successful practices.
Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; High Schools; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A