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The ties that bind: Conflict within ...

Achinstein, Betty.

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The ties that bind: Conflict within teacher professional communities.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The ties that bind: Conflict within teacher professional communities./
作者:	Achinstein, Betty.
面頁冊數:	336 p.
附註:	Adviser: Larry Cuban.
Contained By:	Dissertation Abstracts International59-08A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9901449
ISBN:	0591983079

The ties that bind: Conflict within teacher professional communities.
Achinstein, Betty.

The ties that bind: Conflict within teacher professional communities. - 336 p.

Adviser: Larry Cuban.

Thesis (Ph.D.)--Stanford University, 1998.

Educational reformers, practitioners and theorists have taken up the call for fostering schoolwide "teacher professional communities." Such communities purport to decrease teacher isolation, increase professional development, improve practice and coordinate school improvement. In celebrating consensus and commonality, the community literature often eclipses the role of dissent and disagreement in community life. Generating community sparks conflict that is often unaddressed by reformers and practitioners, and often unexamined by researchers.

ISBN: 0591983079Subjects--Topical Terms:

626645
Education, Administration.

The ties that bind: Conflict within teacher professional communities.
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502 $a Thesis (Ph.D.)--Stanford University, 1998.
520 $a Educational reformers, practitioners and theorists have taken up the call for fostering schoolwide "teacher professional communities." Such communities purport to decrease teacher isolation, increase professional development, improve practice and coordinate school improvement. In celebrating consensus and commonality, the community literature often eclipses the role of dissent and disagreement in community life. Generating community sparks conflict that is often unaddressed by reformers and practitioners, and often unexamined by researchers.
520 $a This dissertation explores conflicts within two teacher professional communities, asking: (1) what are the sources of conflict in middle school teacher professional communities? (2) how do teacher professional communities approach conflict? What factors influence such approaches? (3) What are the outcomes of conflicts in teacher professional communities? I utilized case study design collecting data from: interviews with teachers and administrators; observations of formal and informal meetings; document analysis of current and archival documents; and a teacher survey. I studied two urban public middle school teacher communities in the San Francisco Bay Area during one year.
520 $a I found that teacher community and conflict formed an unexpected marriage as norms of collaboration fostered conflict. The communities exhibited contrasting approaches to conflict, involving different levels of ownership, ways of framing conflicts and seeking solutions. One took an "integrative" stance quickly resolving, transferring or excluding conflict to maintain a unified community and stable school environment. In contrast, the other took a "critical stance," acknowledging and critically reflecting upon their differences of belief and practice in efforts to foster fundamental school change. There were diverse outcomes generating different levels of organizational change and learning, kinds of teacher costs and benefits, and changes in each teacher professional community. Multiple local, school and external contexts shaped the teacher professional community's stances towards conflict.
520 $a This study challenges literature that ignores conflict or its role in professional discourse, suggesting that researchers develop new tools for seeing conflict. Researchers, policy-makers and practitioners should consider the multiple embedded contexts that shape how a teacher community owns, frames and seeks solutions to conflicts. This work suggests that practitioners and policy-makers ought to evaluate the costs and benefits of diverse stances towards conflict.
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