• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Using the Fullan leadership model to determine the meaning of leadership for four teacher leaders (Michael G. Fullan).
【24h】

Using the Fullan leadership model to determine the meaning of leadership for four teacher leaders (Michael G. Fullan).

机译：使用Fullan领导力模型确定四位教师领导者的领导力含义（Michael G. Fullan）。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

The purpose of this study is to explore the ways that four individual teachers experienced the change in their role and daily teaching practice as they implement a teacher leadership program called Model Classrooms. Duke (1994) notes that teacher leaders have been in schools for a long time, but their roles have been more organizational or managerial in nature. In recent years, however, teacher leaders have begun to move to the forefront of school change (Duke, 1994). The Model Classrooms program focuses on teacher leadership and professional development as method to improve collaboration and collegiality among colleagues.; Originally, five self-selected teachers, under the guidance of the district assistant superintendent, designed this school reform effort in 2000 to improve teacher leadership skills and model best practices. These five teachers began their efforts in the place in which they had the most control, their own classrooms. The resulting framework contained four major components: planning and preparation, the environment, instruction, and assessment. In September 2002, an additional five teachers were added to the leadership team.; The goal of the program is to provide a network of teachers who are available to model best practices, provide an environment of greater teacher collaboration, and build local capacity to facilitate change. This study investigates what it means for four of these teachers to be teacher leaders in the professional development program. This 14-week investigation included personal interviews, classroom observations, and a review of their teaching materials. The data was analyzed using Fullan's Framework for Leadership (Fullan, 2001a) to determine each teacher's level of moral purpose, understanding change, relationship building, knowledge creation and sharing, and coherence making. The results of this research suggest that the current implementation of the Model Classrooms framework is creating teacher leaders through individualized professional development.
机译：这项研究的目的是探讨四名教师在实施名为“模型教室”的教师领导力计划时，如何经历角色和日常教学实践的变化。杜克（Duke，1994）指出，教师领导已经在学校学习了很长时间，但是他们的角色本质上是组织或管理上的。然而，近年来，教师领导者已经开始走在学校变革的最前沿（Duke，1994）。 “模型教室”计划着重于教师的领导能力和专业发展，以此作为改善同事之间协作与协作的方法。最初，五名自选教师在学区助理校长的指导下，于2000年设计了这项学校改革计划，以提高教师的领导技能和示范最佳做法。这五位老师是在他们最能控制的地方，即自己的教室里开始工作。最终的框架包含四个主要部分：计划和准备，环境，指导和评估。 2002年9月，领导小组又增加了五名教师。该计划的目标是提供一个教师网络，可用来模拟最佳实践，提供更大的教师合作环境以及建立促进变革的本地能力。这项研究调查了其中四名教师成为专业发展计划中的教师领导者的意义。这项为期14周的调查包括个人访谈，课堂观察以及对教材的审查。使用Fullan的领导力框架（Fullan，2001a）对数据进行分析，以确定每位教师的道德目标，理解变化，建立关系，知识创造和共享以及连贯性的水平。这项研究的结果表明，“模型教室”框架的当前实施正在通过个性化的专业发展来培养教师领导者。

著录项

  • 作者

    Remley, Christine M.;

  • 作者单位

    The Pennsylvania State University.;

  • 授予单位 The Pennsylvania State University.;
  • 学科 Education Elementary.; Education Teacher Training.
  • 学位 Ph.D.
  • 年度 2003
  • 页码 172 p.
  • 总页数 172
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 初等教育;教师;
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号