000			04327nam a2200433 i 4500
001			BRILL9789460918827
003			nllekb
005			20260610104958.0
007			cr un uuuua
008			191130s2012 ne sb 001 0 eng d
020			_a9789460918827 _q(electronic book)
020			_z9789460918810 _q(print)
024	7		_a10.1007/978-94-6091-882-7 _2DOI
035			_a(OCoLC)883996984
040			_aNL-LeKB _cNL-LeKB _erda
050		4	_aLB2806
072		7	_aJN _2bicssc
072		7	_aEDU _x000000 _2bisacsh
082	0	4	_a370 _223
100	1		_aWhalan, Frances, _eauthor.
245	1	0	_aCollective Responsibility : _ba Redefining What Falls Between the Cracks for School Reform / _cFrances Whalan.
246	3		_aRedefining What Falls Between the Cracks for School Reform
264		1	_aLeiden; _aBoston : _bBrill | Sense, _c2012.
300			_a1 online resource
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _2rdacarrier
490	1		_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
505	0	0	_aPreliminary Material -- Introduction -- Mapping the Terrain -- Research Methodology -- Exploration of the Variables Related To Collective Responsibility -- Collective Responsibility in Four Schools -- Collective Struggle -- Teacher-to-Teacher Trust and Collective Responsibility -- Pedagogical Leadership and Collective Responsibility -- Towards a Model for the Development of Collective Responsibility -- References -- Dimensions and Elements of the NSW Model of Pedagogy -- Author Biography.
520			_aHow to achieve school reform and organisational change has been a subject of much inquiry and interest by educators, education systems and academics. This volume advances both conceptual and methodological knowledge in understanding the cultural changes required at the school level to develop teachers’ collective responsibility for student learning. The concept of teachers’ collective responsibility is both intriguing and elusive as it traverses both sociological and psychological aspects of teaching. Five major but interconnected discourses: professional community; professional development; relational trust; accountability; and efficacy map the terrain of this complex phenomenon. Results reported in this volume provide clear evidence that collective responsibility is positively correlated the coherence between professional learning programs and the school’s learning goals, teachers’ commitment to enact those shared goals and teacher-to-teacher trust. In addition, teachers’ collective struggle to address pressing issues for teaching and learning, and pedagogical leadership, when embedded in the organisational capacity of a school, form a complex and dynamic set of factors influencing the development of collective responsibility. Drawing together these important findings surfaces a need to rethink how schools, education systems and academics pay attention to what falls between the cracks for school reform. This book addresses aspects of school culture that guide the choices in the development of teachers’ collective responsibility. Professional development, collective struggle, professional community, relational trust and pedagogical leadership as elements of school culture and organisational reform are modelled as a continuum of micro-political conditions interacting at the school level. This model offers new insights into the complexity of collective responsibility as a multi-dimensional phenomenon and is a useful guide to organisational change for school and system leaders and academics whose research interests are focused on the how of organisational change.
546			_aText in Latin with German translation on facing pages; introduction and notes in German.
588			_aDescription based on print version record.
650		0	_aEducational change.
650		0	_aSchool improvement programs.
776	0	8	_iPrint version: _tCollective Responsibility: Redefining What Falls Between the Cracks for School Reform, _dLeiden Boston : Brill | Sense, 2012 _w9789460918810
830		0	_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856	4		_zDOI: _uhttp://dx.doi.org/10.1007/978-94-6091-882-7
999			_c19777 _d19777