Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Education
Evaluating The Role Of Principals In Teacher Teams: A Longitudinal Analysis Of Principal Involvement And Impact In A District-Wide Initiative To Increase Teacher Collaboration, Craig Michael Outhouse
Evaluating The Role Of Principals In Teacher Teams: A Longitudinal Analysis Of Principal Involvement And Impact In A District-Wide Initiative To Increase Teacher Collaboration, Craig Michael Outhouse
Open Access Dissertations
Principal leadership is one of the most heavily researched topics in the field of education and is a key to increasing school effectiveness and stimulating school change. One of the most important principal roles that have emerged in the literature is the facilitation of a collaborative culture. Teacher collaboration has been linked to a variety of positive outcomes such as improved instruction and student learning. Research indicates that collaboration is most effective when it is part of a district's professional development. Using a theory-driven approach, the present study evaluated a four-year collaboration initiative aimed to increase student learning in one …
Teacher Inquiry Group: The Space For (Un)Packing Representations Of Discourses Of Achievement Gap And The Possibility Of An Institutional Transforming Practice, Floris Wilma Ortiz-Marrero
Teacher Inquiry Group: The Space For (Un)Packing Representations Of Discourses Of Achievement Gap And The Possibility Of An Institutional Transforming Practice, Floris Wilma Ortiz-Marrero
Open Access Dissertations
This dissertation explores implications about teacher inquiry group (IG) practices through the representations of achievement gap (AG) discourses. The study draws from the challenges, struggles, and accomplishments of a middle school inquiry group of teachers and staff that worked collaboratively, as an institutionalized practice, with the intention to develop recommendations for closing the AG. After five years of collaborative work, the group did not get to develop an action plan. This longitudinal, ethnographic, qualitative study unveils multiple and contested representations of AG discourses and unpacks three assumptions about teacher inquiry group practices as a strategy for institutional and/or individual change: …