Literaturnachweis - Detailanzeige
| Autor/inn/en | Delany, Judith C.; Arredondo, Daisy E. |
|---|---|
| Titel | Using Collegial Coaching and Reflection as Mechanisms for Changing School Cultures. |
| Quelle | (1998), (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Administrator Role; Ethnography; Middle Schools; Organizational Change; Participant Observation; Professional Development; Qualitative Research; School Culture |
| Abstract | A research project explored the potential of collegial coaching and reflective dialogue as mechanisms for school leaders to use to significantly alter the organizational context so that cultural change might occur. The study investigated the possibility that collegial coaching, reflection, and dialogue about teaching practices may provide an environment conducive to meaningful change. The research design was ethnographic and qualitative in nature. Data were collected within a naturalistic setting with participant observation playing a major role. Participants were a principal, who served also as a researcher, six teachers paired into three collegial coaching teams, and an administrative peer, who assumed the role of impartial observer and interviewer. The setting was a middle school with a 390-student population in grades 4 through 7, located in a rapidly growing area of a midwestern state that is becoming increasingly suburban. Initially, teacher participants received training in collegial coaching, dialoguing, and written and oral reflection. Three data sources were used to determine the effects of collegial coaching in combination with reflection on participant teachers' classroom practices and about their attitudes and perceptions toward professional growth. Data were analyzed using constant comparison techniques. At the conclusion of the study, formal analyses of data resulted in development of a case report. Dialogue among the participants of the coaching teams and the principal provided insight into how their interactions impacted the culture of this middle school. This case illustrates how the collegial coaching process could be used as an alternative supervisory strategy to the more traditional methods used. In order to create meaningful change, individuals must develop an understanding of their theories-in-use and their espoused theories. Contains 23 references. (BT) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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