Literaturnachweis - Detailanzeige
| Autor/inn/en | Stokes, Laura; Heenan, Barbara; Houghton, Nina; Ramage, Katherine; St. John, Mark |
|---|---|
| Institution | Inverness Research |
| Titel | Teacher Leadership as the Scaling of Teacher Learning: Portraits from the College, Career, and Community Writers Program |
| Quelle | (2017), (32 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Teacher Leadership; Persuasive Discourse; Writing Instruction; Rural Schools; Disadvantaged Schools; High School Teachers; Program Effectiveness; Writing Improvement; Instructional Improvement; Faculty Development; Communities of Practice; Teacher Attitudes |
| Abstract | The development of teacher leadership is a core function of the National Writing Project. To date, studies of teacher leadership in the NWP have focused on program participants in the Invitational Leadership Institutes. The College, Career, and Community Writers Program (C3WP) offers a setting for the study of teacher leadership in the context of a school-based, year-round professional development program focused on improving the teaching of source-based argument writing. The cases selected for this paper are drawn primarily from the program's initial instantiation, which took place in high-needs rural school districts. Observing teacher leadership emerging and expanding in this setting permits new insight into the development of teacher leadership in the NWP. Moreover, study of the C3WP reveals multiple dimensions of scaling that are made possible when teachers are invited into teacher leadership and propelled further along a trajectory of already mature leadership. Drawing from best illustrative cases and with data collected over three years, the paper asserts the proposition that "the development of teacher leadership 'is' the scaling of teacher learning." The first portrait follows a rural high school teacher who was a participant in the C3WP program and new to teacher leadership; the second follows an experienced NWP teacher leader who served in a national leadership role in the C3WP. We conclude by positioning our idea about teacher leadership in light of key findings from other studies of teacher leadership. We suggest that further studies applying our conception could result in a grounded theory of teacher leadership that brings simplicity and coherence to many particular research findings about connections among teaching, learning, and leadership. Grounded theory arising from such study could lead to improvement of teachers' opportunities to learn and increase in teachers' opportunities to grow as leaders. (As Provided). |
| Anmerkungen | Inverness Research. P.O. Box 313, Inverness, CA 94937. Tel: 415-669-7156; Fax: 415-669-7186; e-mail: webdev@inverness-research.org; Web site: http://www.inverness-research.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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