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An Educational Case Study: Understanding Professional Collaboration in an International Context.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An Educational Case Study: Understanding Professional Collaboration in an International Context./
Author:	Ramaka, Shannon Bruce.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	158 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
Contained By:	Dissertations Abstracts International82-01A.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28000374
ISBN:	9798641580364

An Educational Case Study: Understanding Professional Collaboration in an International Context.
Ramaka, Shannon Bruce.

An Educational Case Study: Understanding Professional Collaboration in an International Context. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 158 p.

Source: Dissertations Abstracts International, Volume: 82-01, Section: A.

Thesis (Ed.D.)--Wilkes University, 2020.

This item must not be sold to any third party vendors.

According to three decades of global research, professional collaboration can lead to greater student success and on-going school improvement (DuFour et al., 2016; Hargreaves & O'Connor, 2018; Marzano et al., 2016), yet faculties still struggle to achieve high levels of professional collaboration (Hargreaves & O'Connor, 2017). This may be the result of the long history of isolation in the teaching profession (Powell & Kusuma-Powell, 2013a) or the fear of being vulnerable as teachers share and refine their craft with colleagues (Little, 1990). It may also be that school communities need leaders who have an understanding of the complex school culture and how to support, but not micromanage, meaningful forms of professional collaboration (Hargreaves & Fullan, 2012). The purpose of this instrumental qualitative case study was to best understand the essential elements of a highly professional collaborative culture within an international school in Central and Eastern Europe and identify key leadership characteristics and skills that foster its development. Data was collected onsite for 3.5 days and included 14 semi-structured interviews, 13 responses to a modified GLOBE Dimensions of Culture Survey, and observations from six meetings. The observations included both formal and informal collaboration between teachers, leaders, leaders and parents, students, and teachers and students. The frequency and variety of meetings revealed that the leaders, staff, and community value professional collaboration. There is a common desire to expand and deepen professional collaboration with colleagues; however, after experiencing resistance, the professionals in this study resigned themselves to accept and respect others for their differences.

ISBN: 9798641580364Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Central and Eastern Europe

An Educational Case Study: Understanding Professional Collaboration in an International Context.
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500 $a Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
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520 $a According to three decades of global research, professional collaboration can lead to greater student success and on-going school improvement (DuFour et al., 2016; Hargreaves & O'Connor, 2018; Marzano et al., 2016), yet faculties still struggle to achieve high levels of professional collaboration (Hargreaves & O'Connor, 2017). This may be the result of the long history of isolation in the teaching profession (Powell & Kusuma-Powell, 2013a) or the fear of being vulnerable as teachers share and refine their craft with colleagues (Little, 1990). It may also be that school communities need leaders who have an understanding of the complex school culture and how to support, but not micromanage, meaningful forms of professional collaboration (Hargreaves & Fullan, 2012). The purpose of this instrumental qualitative case study was to best understand the essential elements of a highly professional collaborative culture within an international school in Central and Eastern Europe and identify key leadership characteristics and skills that foster its development. Data was collected onsite for 3.5 days and included 14 semi-structured interviews, 13 responses to a modified GLOBE Dimensions of Culture Survey, and observations from six meetings. The observations included both formal and informal collaboration between teachers, leaders, leaders and parents, students, and teachers and students. The frequency and variety of meetings revealed that the leaders, staff, and community value professional collaboration. There is a common desire to expand and deepen professional collaboration with colleagues; however, after experiencing resistance, the professionals in this study resigned themselves to accept and respect others for their differences.
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