And Then the Basals Arrived: School Leadership, Learning Communities and Professionalism

Autor/in	Wood, Diane R.
Titel	And Then the Basals Arrived: School Leadership, Learning Communities and Professionalism
Quelle	In: International Journal of Leadership in Education, 14 (2011) 4, S.475-497 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
DOI	10.1080/13603124.2011.577911
Schlagwörter	Expertise; Participant Observation; Educational Change; Instructional Leadership; Teaching Methods; School Districts; Urban Schools; Elementary School Teachers; Communities of Practice; Resistance to Change; Professional Identity; Educational Innovation; Praxis; Politics of Education; Educational Policy; Grants; Case Studies; Program Implementation; Program Effectiveness + Suchen Sie Ihr Suchwort? Expert appraisal; Teilnehmende Beobachtung; Bildungsreform; Instruction; Leadership; Bildung; Erziehung; Führung; Teaching method; Lehrmethode; Unterrichtsmethode; School district; Schulbezirk; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Community; Instructional innovation; Bildungsinnovation; Educational policy; Bildungspolitik; Politics of education; Grant; Finanzielle Beihilfe; Case study; Fallstudie; Case Study
Abstract	This article, based on six years of participant observation, provides a close-up view of two learning communities in an urban elementary school. It provides a case study of both learning communities, laying out how teachers participating in them learned to respond differently to difficult problems and dilemmas, to change their language and approach in addressing students' learning needs, to raise teaching problems and issues with increasing candor, and to become not only less resistant to change but also more innovative. In fact, the article draws close-up portraits of how these two learning communities in a school serving the district's lowest socioeconomic student population became crucibles for transforming professional identities so that teachers began privileging professional judgment over technical skill, praxis (reflection in practice) over specific technical practices, continuous learning over expertise, inquiry over solutions, and innovation over implementation. Along the way, it provides a back-story of an administrator who set high expectations and conveyed political realities without provoking either passive compliance or outright resistance. In the background looms the power of the district's shifting leadership and policies to sustain or destroy these promising communities. (Contains 6 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10