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Teachers as leaders: A descriptive s...

Knight, Paula Jean.

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Teachers as leaders: A descriptive study of the peer assistance and review consultant teacher leaders.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teachers as leaders: A descriptive study of the peer assistance and review consultant teacher leaders./
作者:	Knight, Paula Jean.
面頁冊數:	370 p.
附註:	Source: Dissertation Abstracts International, Volume: 51-12, Section: A, page: 3976.
Contained By:	Dissertation Abstracts International51-12A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9111733

Teachers as leaders: A descriptive study of the peer assistance and review consultant teacher leaders.
Knight, Paula Jean.

Teachers as leaders: A descriptive study of the peer assistance and review consultant teacher leaders. - 370 p.

Source: Dissertation Abstracts International, Volume: 51-12, Section: A, page: 3976.

Thesis (Ph.D.)--The Ohio State University, 1990.

This descriptive research, single-site case study explored one variation of teacher leadership, the Peer Assistance and Review (PAR) consultant teacher leader program that was part of the large urban Columbus Ohio Public School system. Teacher leaders in the PAR program observed and evaluated teachers who were beginning their teaching career, were new to the Columbus system, or who were experiencing severe difficulties in the classroom. Twenty of the 1989-90 consultants participated in the study.Subjects--Topical Terms:

626645
Education, Administration.

Teachers as leaders: A descriptive study of the peer assistance and review consultant teacher leaders.
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245 1 0 $a Teachers as leaders: A descriptive study of the peer assistance and review consultant teacher leaders.
300 $a 370 p.
500 $a Source: Dissertation Abstracts International, Volume: 51-12, Section: A, page: 3976.
500 $a Adviser: Nancy Zimpher.
502 $a Thesis (Ph.D.)--The Ohio State University, 1990.
520 $a This descriptive research, single-site case study explored one variation of teacher leadership, the Peer Assistance and Review (PAR) consultant teacher leader program that was part of the large urban Columbus Ohio Public School system. Teacher leaders in the PAR program observed and evaluated teachers who were beginning their teaching career, were new to the Columbus system, or who were experiencing severe difficulties in the classroom. Twenty of the 1989-90 consultants participated in the study.
520 $a The meaning consultants gave to and derived from their role as observers and evaluators of their peers was interpreted through data analysis of the consultants' perceptions of their role as one of leadership, the description of the role relationships, their sense of efficacy as they worked with other teachers, the elements that influenced them to take on the leadership role and the major rewards and constraints associated with the role. The gender of the teacher leaders, the years of teaching experience, the grade levels they have taught, other leadership roles they have undertaken, the type of training they had for their leadership role were variables that were explored. The data were gathered primarily through interviews, a questionnaire, and written personal profiles.
520 $a The findings included the following: there was a multiplicity of perceptions of the PAR role definition and the extent of their responsibilities based primarily on the years of experience as a consultant; the majority of the consultants felt inadequately prepared to take on the role but believed their on-going training was adequate; there were four main threats to the consultants sense of efficacy--not enough time, loneliness, lack of positive feedback and ineffective communications with their governing body; they believed they had the "right" and responsibility to do peer evaluation. Additionally, there were three areas that provided them with the greatest job satisfaction--the opportunity to help other teachers, collegial interaction and their own personal and professional growth.
520 $a There were three primary implications of the study. There is a need for improved pre and on-going professional development, modification of the consultants' caseload, and better communications between the consultants and the governing body.
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