Literaturnachweis - Detailanzeige
| Autor/inn/en | Leonard, Lawrence J.; Leonard, Pauline E. |
|---|---|
| Titel | Achieving Professional Community in Schools: The Administrator Challenge |
| Quelle | In: Planning and Changing, 36 (2005) 1-2, S.23-49 (17 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0032-0684 |
| Schlagwörter | Public Education; Strategic Planning; Educational Surveys; Performance Factors; Group Dynamics; Teaching (Occupation); Teacher Collaboration; Administrator Responsibility; Social Cognition; School Culture; Teacher Improvement |
| Abstract | Teachers, administrators and policy makers at all levels of public education remain challenged to devise more effective ways to optimize teacher performance and, thereby, student achievement. Numerous professional organizations and teacher training agencies have long been advocates of high levels of teacher interaction and have formally adopted standards explicating the importance of professional collaborative relationships. Here, Leonard and Leonard address recent survey data collected from school-based administrators to further examine a phenomenon that is intuitively desirable yet manifestly problematic. (Contains 5 tables and 4 footnotes.) (ERIC). |
| Anmerkungen | Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site: http://education.illinoisstate.edu/planning/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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