Unlearning Isolation: An Action Research Study of an Instructional Leadership Team and Its Work to Promote Collaborative Practices

Autor/in	Ledford-Lyle, Miriam
Titel	Unlearning Isolation: An Action Research Study of an Instructional Leadership Team and Its Work to Promote Collaborative Practices
Quelle	(2023), (266 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Georgia
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3796-9030-4
Schlagwörter	Hochschulschrift; Dissertation; Instructional Leadership; Teamwork; Teacher Attitudes; Teacher Collaboration; Trust (Psychology); Organizational Culture; Educational Planning + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Instruction; Leadership; Bildung; Erziehung; Führung; Lehrerverhalten; Lehrerkooperation; Unternehmenskultur; Bildungsplanung
Abstract	The purpose of this action research study was to examine the perspectives of an instructional leadership team as they fostered a culture that encouraged teachers to unlearn habits associated with isolation and to learn practices of collaboration. The theory of change was situated in the unlearning processes by segmenting new practices into manageable parts, minimizing the influence of outdated knowledge, communicating clear expectations for the newly embedded structural changes, and designing effective feedback structures to support positive experiences with new learning. Action research provided the necessary methodology for identifying practices of isolation, developing interventions to encourage collaboration, and systematically analyzing feedback provided by the participants. The findings illustrated that instructional leader actions, including facilitating time to collaborate during the school day and providing clear expectations, impacted teacher attitudes and approaches toward collaboration; intentional team building fostered a culture of trust that used collaborative planning to make teaching practices public; and, participating in collaborative planning increased experiential knowledge, which supported teacher reflection and professional dialogue. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01