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Fostering Teacher Learning Communiti...

Fischer, Kenneth Brian.

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Fostering Teacher Learning Communities: A Case Study of a School-Based Leadership Team's Action Research.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Fostering Teacher Learning Communities: A Case Study of a School-Based Leadership Team's Action Research./
Author:	Fischer, Kenneth Brian.
Description:	436 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.
Contained By:	Dissertation Abstracts International74-12A(E).
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3590757
ISBN:	9781303307300

Fostering Teacher Learning Communities: A Case Study of a School-Based Leadership Team's Action Research.
Fischer, Kenneth Brian.

Fostering Teacher Learning Communities: A Case Study of a School-Based Leadership Team's Action Research. - 436 p.

Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.

Thesis (Ph.D.)--University of Maryland, College Park, 2013.

The purpose of this study is to examine how a school-based leadership team identifies and alters school conditions to foster the development of TLCs. Many educators, school leaders, and politicians have embraced teacher learning communities (TLCs) as a vehicle for school reform. Despite the considerable documentation of the capability for TLCs to influence teaching and learning, TLCs are not the norm in American schools. The development of advanced levels of TLCs is dependent, in part, on the presence of certain school leadership, professional development, and workplace design conditions. This study examines how school leaders and teachers conceptualize TLCs, how they identify and alter supportive conditions, and how those altered conditions influence the development of TLCs.

ISBN: 9781303307300Subjects--Topical Terms:

1035576
Education, Leadership.

Fostering Teacher Learning Communities: A Case Study of a School-Based Leadership Team's Action Research.
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020 $a 9781303307300
035 $a (MiAaPQ)AAI3590757
035 $a AAI3590757
040 $a MiAaPQ $c MiAaPQ
100 1 $a Fischer, Kenneth Brian. $3 2105129
245 1 0 $a Fostering Teacher Learning Communities: A Case Study of a School-Based Leadership Team's Action Research.
300 $a 436 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.
500 $a Adviser: Linda Valli.
502 $a Thesis (Ph.D.)--University of Maryland, College Park, 2013.
520 $a The purpose of this study is to examine how a school-based leadership team identifies and alters school conditions to foster the development of TLCs. Many educators, school leaders, and politicians have embraced teacher learning communities (TLCs) as a vehicle for school reform. Despite the considerable documentation of the capability for TLCs to influence teaching and learning, TLCs are not the norm in American schools. The development of advanced levels of TLCs is dependent, in part, on the presence of certain school leadership, professional development, and workplace design conditions. This study examines how school leaders and teachers conceptualize TLCs, how they identify and alter supportive conditions, and how those altered conditions influence the development of TLCs.
520 $a The researcher conducted a single case study incorporating a practitioner inquiry stance with his own school where he served as an assistant principal. The study traced the influence of conditions altered by school leaders to two embedded subunits: the Math and World Language TLCs. Data were collected through semi-structured interviews with five school leader participants, focus group interviews with the two TLCs, observations, and document analysis. Participants identified six characteristics of TLCs capable of accomplishing goals: trusting relationships, common purpose, reflexive dialogue, collaborative activity, data-driven decisions, and agency. School leaders identified and altered 12 supportive conditions. Of those 12, participants reported that nine influenced their work and the development of their TLCs from traditional teacher teams to novice and intermediate professional communities.
520 $a Although compatible with scholars' descriptions of TLCs, participants' descriptions represented an emerging/novice perspective suggesting a dynamic TLC conceptualization. Three of the six characteristics that participants' identify are precursors to other scholar's conceptualizations. These TLCs could reach advanced levels without developing shared values, deprivatizing practice, and focusing on student learning. The study's findings also suggest that school leaders seeking to foster TLCs provide time embedded into the teachers' regular workday and identify someone to serve as a resource/power broker to help teachers negotiate power relationships. By addressing their emerging/novice perspective and continuing to alter additional conditions, school leaders may influence the development of TLCs, eventually reducing teacher workload and improving teaching and learning.
590 $a School code: 0117.
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Administration. $3 626645
690 $a 0449
690 $a 0530
690 $a 0514
710 2 $a University of Maryland, College Park. $b Curriculum and Instruction. $3 1022765
773 0 $t Dissertation Abstracts International $g 74-12A(E).
790 $a 0117
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3590757