東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Learning to step up among colleagues...

Kwong, Welton W. H.

FindBook

Google Book

Amazon

博客來

Learning to step up among colleagues: An examination of how teacher leaders learn from experience and in communities of practice.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Learning to step up among colleagues: An examination of how teacher leaders learn from experience and in communities of practice./
作者:	Kwong, Welton W. H.
面頁冊數:	383 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.
Contained By:	Dissertation Abstracts International77-07A(E).
標題:	Adult education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10013904
ISBN:	9781339482132

Learning to step up among colleagues: An examination of how teacher leaders learn from experience and in communities of practice.
Kwong, Welton W. H.

Learning to step up among colleagues: An examination of how teacher leaders learn from experience and in communities of practice. - 383 p.

Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2016.

The purpose of this study was to understand what knowledge, skills, and practices teacher leaders learn from exercising leadership with other teachers in their school settings and how, if at all, they learn from experience and in communities of practice (CoPs), that is, groups of people with shared interest in a particular domain (Lave & Wenger, 1991). The sample was comprised of two public high school principals, 15 teacher leaders nominated by one principal, and six by the other. The researcher conducted approximately two hours of interviews with principals and 20 hours with teachers. Within and cross case analysis facilitated the comparison of commonalities and differences between individuals.

ISBN: 9781339482132Subjects--Topical Terms:

543202
Adult education.

Learning to step up among colleagues: An examination of how teacher leaders learn from experience and in communities of practice.
LDR:03485nmm a2200313 4500 001 2114948
005 20161114124725.5
008 180830s2016 ||||||||||||||||| ||eng d
020 $a 9781339482132
035 $a (MiAaPQ)AAI10013904
035 $a AAI10013904
040 $a MiAaPQ $c MiAaPQ
100 1 $a Kwong, Welton W. H. $3 3276567
245 1 0 $a Learning to step up among colleagues: An examination of how teacher leaders learn from experience and in communities of practice.
300 $a 383 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.
500 $a Adviser: Jeanne Bitterman.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2016.
520 $a The purpose of this study was to understand what knowledge, skills, and practices teacher leaders learn from exercising leadership with other teachers in their school settings and how, if at all, they learn from experience and in communities of practice (CoPs), that is, groups of people with shared interest in a particular domain (Lave & Wenger, 1991). The sample was comprised of two public high school principals, 15 teacher leaders nominated by one principal, and six by the other. The researcher conducted approximately two hours of interviews with principals and 20 hours with teachers. Within and cross case analysis facilitated the comparison of commonalities and differences between individuals.
520 $a Teacher leaders reported on learning four clusters of knowledge (i.e., teaching and learning, work context, adult learning principles, research) and two clusters of skills (i.e., collegial interaction, big picture) to perform seven areas of practice (i.e., professional development, participation in school change or improvement, curriculum work, coordination or management, pre-service teacher education, contribution to profession, parent or community involvement). Teacher leaders learned the necessary knowledge, skills, and practices as they stepped up in CoPs, working alongside each other and moving between identities. Yet, while CoPs availed conditions that facilitated their learning, teachers also needed to create those very conditions, an act of leadership in itself. A majority also learned from experience -- reflecting-in-action and reflecting-on-experience individually and collectively. In addition, differences in what and how teachers learned emerged between the two schools and across participant demographics.
520 $a Teachers indicated eleven conditions in the school culture, five in the school structure, and five supports from principals as facilitators of their learning and practice. They cited seven conditions in the school context, seven personal factors, and two district constraints as hindrances, which also became the impetus for learning, as challenging situations often pushed teachers to step up.
520 $a Recommendations included for current and prospective teacher leaders to develop a repertoire of leadership knowledge and skills, for administrators to build collaboration time into the schedule, for educators and development practitioners to support teachers in reflective practices, and for researchers to conduct a similar study in different school settings.
590 $a School code: 0055.
650 4 $a Adult education. $3 543202
650 4 $a Educational leadership. $3 529436
690 $a 0516
690 $a 0449
710 2 $a Teachers College, Columbia University. $b Organization and Leadership. $3 2049780
773 0 $t Dissertation Abstracts International $g 77-07A(E).
790 $a 0055
791 $a Ed.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10013904