Leonard, L. & Leonard, P. (2003, September 17). The continuing trouble with collaboration: Teachers talk. Current Issues in Education, 6 (15).
The researchers explore the perceptions of teachers across one school district with regard to attributes of their teaching context that inhibit or promote the achievement of collaborative teaching. The authors argue that a negative school environment is unlikely to support implementation of teacher collaboration sufficiently robust to positively impact student outcomes.
In a follow up to a previous district-wide survey, the researchers surveyed 56 of the original 238 respondents regarding the nature and extent of collaboration in their schools. The respondents were from all school levels and had been teaching from 3 to 34 years. The qualitative survey contained open-ended questions to invite teachers to reflect on the collaborative aspects of their praxis at their schools and in the district. In particular, respondents were asked about the expectations of their educational institution and of their administrators. They were also asked about available supports for and consistent constraints of the implementation of teacher collaboration. A specific definition of professional collaboration was provided to respondents to ensure construct validity.
Results. The qualitative data was coded based on emerging themes and sub-themes. Coding was done independently and then reviewed collectively for agreement, resulting in high inter-rater reliability. Two main themes emerged from the data about the nature and extent of professional collaboration in schools and at the district level and beyond. While many respondents were able to point to supports for collaborative practices, 73.1% of the respondents reported that collaborative teaching efforts were largely inadequate. The tension between decreasing available time and increasing work demands, plus the negative mindsets of colleagues regarding collaborative teaching practices dominated the responses.
Conclusion. The researchers concluded that the success of collaborative teaching at school sites was closely linked to principals who championed collaborative teaching. Further, they argue that policymakers and district-level...
This is through facilitating effective curriculum planning; use of substantive research-based practice in implementing adequate and aligned curriculum, and efficient coordination of the curricular. Other techniques include use of technology and promotion of creative, critical, and problem solving things. Lack of sustaining an instructional program conducive for the professional and learning development of the students might also come into play in the low confidence levels and low accountability ratings. According
School Improvement Plan This study presents a final proposal for a school improvement plan with feedback provided from the principal, school improvement team members, as well as other stakeholders. The members of the school improvement team are the principal, guidance counselor, teachers, librarian, community members, parents, teacher's union representatives, and a resource teacher. Creation of the School Improvement Plan The creation of the school improvement plan has been enabled through collaborative efforts between
From each of the four classes, the researcher will randomly select 5 students to undertake the CSCL tool teaching method, this will ensure that the students are selected without any conscious or unconscious prejudices. These students (20 from the four classes) will form Group A. The rest of the students (Group B) will be taught using existing teaching methods used by the school for teaching the subject. In the event
School Counselor Roles The main activities of me being a school counselor would define the main content of this paper. The main aims and responsibilities of the school counselor is the main content of the paper. The main responsibilities of the school counselor are to make sure that the students of K12 are guided in a proper manner. The kinds of guidance that are provided to the students include education, career, and
Collaboration Teaching Methods A co-teaching plan can effectively address the educational needs of a diverse group of students in Audrey and Betty's class. Betty and Audrey have unique priorities and together they can better meet the needs of students with a wide range of abilities and needs. Therefore, the ultimate objective for co-teaching is to incorporate different teaching styles into one classroom. Co-teaching eliminates the need to segregate students into different
Utilization of the data and collection of the data should be one of the main aims of the policy makers. The data can be used by the policymakers in order to develop the policies and implement these in order to make sure that improvement can be ensured (Basch, 2011, p. 9). 3. One of the main roles that can be played by the policy makers includes reviewing the policies that
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