Cognitive Dissonance, Supervision, and Administrative Team Conflict

Autor/in	Zepeda, Sally J.
Titel	Cognitive Dissonance, Supervision, and Administrative Team Conflict
Quelle	In: International Journal of Educational Management, 20 (2006) 3, S.224-232 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/09513540610654191
Schlagwörter	High Schools; Block Scheduling; Elementary Secondary Education; Supervision; Psychological Patterns; Teaching Methods; Case Studies; Classroom Observation Techniques; Principals; Administrators + Suchen Sie Ihr Suchwort? High school; Oberschule; Block teaching; Blockunterricht; Stundentafel; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Principal; Schulleiter
Abstract	Purpose: The purpose of this paper is to record and summarize the tensions and problems experienced by a high school administrative team as they attempted to change supervision alongside instruction in a transition to a new block schedule. Design/methodology/approach: A case study method was used. As a case study, the research is contextual in relation to the high school being studied. Data were collected for 14 months using individual interviews with administrators, site observations, and artifact collection. Findings: Data indicated that, no matter what strategy was discussed, the participants did not want to supervise teachers, and they would only do so under mandate by the principal. Originality/value: Given the dearth of research examining the work of K-12 school administrative teams, this research provides entree to future studies. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10