Principals' Perspectives on Factors Which Facilitate and Block Powerful Learning.

Autor/in	Swanson, Julie D.
Titel	Principals' Perspectives on Factors Which Facilitate and Block Powerful Learning.
Quelle	(1997), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Acceleration (Education); Administrator Attitudes; Administrator Responsibility; Administrator Role; Educational Change; Elementary Education; Leadership Styles; Organizational Development; Principals + Suchen Sie Ihr Suchwort? Acceleration; Beschleunigung; Bildungsreform; Elementarunterricht; Führungsstil; Organisationsentwicklung; Principal; Schulleiter
Abstract	This paper presents findings of a year-long case study that examined the use of gifted-and-talented teaching strategies, which are similar to those used to create powerful learning, in three accelerated elementary schools. The paper explores, from the principals' perspectives, school, teacher, and community factors that promoted and/or blocked powerful learning. Data were gathered through indepth interviews with each of the three school's principals, interviews with eight teachers, and observation of the eight teachers' classrooms. The study found that: (1) providing basic supports necessary to teach well is essential; (2) building capacity and providing opportunity for individual change is critical; (3) there is a need for growth and change as a community; and (4) the principal in an accelerated school must pay conscious and constant attention to explicitly communicating a vision of the school and powerful learning. (Contains 23 references.) (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC