Professional Community in Chicago Elementary Schools: Facilitating Factors and Organizational Consequences. Revised. Final Deliverable to OERI.

Autor/inn/en	Bryk, Anthony; Camburn, Eric; Louis, Karen Seashore
Institution	Center on Organization and Restructuring of Schools, Madison, WI.
Titel	Professional Community in Chicago Elementary Schools: Facilitating Factors and Organizational Consequences. Revised. Final Deliverable to OERI.
Quelle	(1997), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Collegiality; Educational Cooperation; Elementary Education; Elementary Schools; Learning Strategies; Organizational Effectiveness; School Restructuring; School Size; Socialization; Urban Schools + Suchen Sie Ihr Suchwort? Kollegialität; Education; cooperation; Kooperation; Elementarunterricht; Elementary school; Grundschule; Volksschule; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Unternehmenserfolg; Schulreformplan; Schulumwandlung; Socialisation; Sozialisation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Attention to professional community has increased markedly over the last few years as part of both practitioner and scholarly efforts to promote improvements in student learning. Interest in this area joins two previously distinct literatures--one dealing with the benefits of communal school organization, another with enhanced teacher professionalism--to formulate a theoretical framework for a school-based professional community. Using data from a large urban school district, this paper empirically tests the impact of structural, human, and social factors on the emergence of school-based professional community and the extent to which such developments in turn promote more productive organizational functioning. Data were obtained from a survey of public school elementary teachers in Chicago administered during spring 1994 to 5,690 teachers in 248 elementary schools. Three core practices are found in a school-based professional community--reflective dialogue among teachers, deprivatized practice, and peer collaboration. The findings also underscore the importance for small school size as a key structural factor. Perhaps the most important and hopeful conclusion is that a professional community can exist in very ordinary urban schools. Moreover, positive teacher reports about professional community came from a wide cross-section of schools. One table is included. Appendices contain methodological notes. (Contains 60 references.) (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC