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Below the green line: Collaboration,...

Snyder, Jennie L.

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Below the green line: Collaboration, constructive conflict and trust in teacher professional communities.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Below the green line: Collaboration, constructive conflict and trust in teacher professional communities./
Author:	Snyder, Jennie L.
Description:	210 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: 0121.
Contained By:	Dissertation Abstracts International72-01A.
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3427447
ISBN:	9781124318875

Below the green line: Collaboration, constructive conflict and trust in teacher professional communities.
Snyder, Jennie L.

Below the green line: Collaboration, constructive conflict and trust in teacher professional communities. - 210 p.

Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: 0121.

Thesis (Ed.D.)--University of California, Davis, 2010.

This mixed method, multiple case study explored the conditions that nurture and support the development of productive, student-focused collaboration aimed at fostering teacher engagement and learning, which is the foundation of instructional improvements in practice. This study examined the role of social relationships, especially mutual trust and the ability to constructively address conflict, in the development of teacher professional communities based on authentic collaboration.

ISBN: 9781124318875Subjects--Topical Terms:

1035576
Education, Leadership.

Below the green line: Collaboration, constructive conflict and trust in teacher professional communities.
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005 20111005095604.5
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020 $a 9781124318875
035 $a (UMI)AAI3427447
035 $a AAI3427447
040 $a UMI $c UMI
100 1 $a Snyder, Jennie L. $3 1679180
245 1 0 $a Below the green line: Collaboration, constructive conflict and trust in teacher professional communities.
300 $a 210 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: 0121.
500 $a Adviser: Paul Porter.
502 $a Thesis (Ed.D.)--University of California, Davis, 2010.
520 $a This mixed method, multiple case study explored the conditions that nurture and support the development of productive, student-focused collaboration aimed at fostering teacher engagement and learning, which is the foundation of instructional improvements in practice. This study examined the role of social relationships, especially mutual trust and the ability to constructively address conflict, in the development of teacher professional communities based on authentic collaboration.
520 $a Data collection included a survey, interview responses and site observations. The survey included items that measured aspects of the teacher learning community, faculty trust in colleagues and the principal, social interactions and perceptions of the school. Quantitative data was analyzed using SPSS to conduct independent samples t tests, Levene's tests of Equality of Variances and Pearson product moment coefficients. Interviews were digitally transcribed and analyzed for key thematic patterns that provided richness to the interpretation of the survey results.
520 $a Key findings from the study suggest dimensions of trust that are most critical for effective collaborative work. Benevolence, reliability and competence were found to be important dimensions of trust in colleagues; whereas, honesty, benevolence and competence emerged as the basis for trust in the principal. Trust serves as a necessary precondition for collaborative work among teachers in that it reduces feelings of vulnerability and creates an atmosphere of safety in which educators can take risks and explore new practices. However, while trust may be a necessary condition for supporting collaborative efforts among teachers, it is not sufficient. Even in a high trust work environment, teachers may not address conflict directly and this may limit the effectiveness of their joint work. Findings also suggest that being able to engage multiple perspectives and address divergent points of view directly is essential in moving a professional community toward student-focused collaboration.
520 $a Implications for practice focused on developing the necessary communication and conflict resolution competencies necessary to facilitate cultural change. Directions for future research are presented to further develop our understanding of the interconnections between trust, constructive conflict and teacher collaboration.
590 $a School code: 0029.
650 4 $a Education, Leadership. $3 1035576
690 $a 0449
710 2 $a University of California, Davis. $b Educational Leadership. $3 1669442
773 0 $t Dissertation Abstracts International $g 72-01A.
790 1 0 $a Porter, Paul, $e advisor
790 1 0 $a Heckman, Paul $e committee member
790 1 0 $a Kurlaender, Michal $e committee member
790 $a 0029
791 $a Ed.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3427447