skip to main content
Visitante
Meu Espaço
Minha Conta
Sair
Identificação
This feature requires javascript
Tags
Revistas Eletrônicas (eJournals)
Livros Eletrônicos (eBooks)
Bases de Dados
Bibliotecas USP
Ajuda
Ajuda
Idioma:
Inglês
Espanhol
Português
This feature required javascript
This feature requires javascript
Primo Search
Busca Geral
Busca Geral
Acervo Físico
Acervo Físico
Produção Intelectual da USP
Produção USP
Search For:
Clear Search Box
Search in:
Busca Geral
Or select another collection:
Search in:
Busca Geral
Busca Avançada
Busca por Índices
This feature requires javascript
This feature requires javascript
Teacher Collaboration and Invitational Leadership in a South African Primary School
Steyn, G. M.
Education and urban society, 2016-06, Vol.48 (5), p.504-526
[Periódico revisado por pares]
Los Angeles, CA: SAGE Publications
Texto completo disponível
Citações
Citado por
Exibir Online
Detalhes
Resenhas & Tags
Mais Opções
Nº de Citações
This feature requires javascript
Enviar para
Adicionar ao Meu Espaço
Remover do Meu Espaço
E-mail (máximo 30 registros por vez)
Imprimir
Link permanente
Referência
EasyBib
EndNote
RefWorks
del.icio.us
Exportar RIS
Exportar BibTeX
This feature requires javascript
Título:
Teacher Collaboration and Invitational Leadership in a South African Primary School
Autor:
Steyn, G. M.
Assuntos:
Administrative Principles
;
Administrator Attitudes
;
Alignment (Education)
;
Collaboration
;
Collaborative learning
;
Computer Assisted Instruction
;
Cooperative Learning
;
Educational Environment
;
Elementary Schools
;
Foreign Countries
;
Intention
;
Interviews
;
Leadership
;
Leadership Styles
;
Learning
;
Learning environment
;
Optimism
;
Positive Attitudes
;
Principals
;
Professional Training
;
Program Implementation
;
Qualitative Research
;
Recognition (Achievement)
;
School principals
;
South Africa
;
Teacher Collaboration
;
Teachers
;
Trust (Psychology)
É parte de:
Education and urban society, 2016-06, Vol.48 (5), p.504-526
Notas:
ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
Descrição:
The focus on schools as communities of learning for teachers has prompted professionals to investigate the role of professional learning within a school context. This is an attempt to investigate the voice of the principal regarding the implementation of teacher collaboration in his or her school, and to determine how teacher collaboration is aligned with assumptions of invitational education (IE). A qualitative method of inquiry was employed to illuminate the experiences of a particular primary school principal in his endeavors to create and maintain a collaborative learning environment among teachers in an inviting school in South Africa. Data were analyzed using the four assumptions of IE, namely, respect, trust, optimism, and intentionality. From the findings, it was clear that the implementation of teacher collaboration in the school was aligned with the four assumptions of IE. This study provides an appropriate basis for developing such a collaborative teacher community, thus improving teacher and student learning. However, because school contexts have a powerful effect on teacher collaboration, it is important to contextualize teacher collaboration according to schools’ particular needs and challenges.
Editor:
Los Angeles, CA: SAGE Publications
Idioma:
Inglês
Links
View record in ERIC
This feature requires javascript
This feature requires javascript
Voltar para lista de resultados
This feature requires javascript
This feature requires javascript
Buscando em bases de dados remotas. Favor aguardar.
Buscando por
em
scope:(USP_PRODUCAO),scope:(USP_EBOOKS),scope:("PRIMO"),scope:(USP),scope:(USP_EREVISTAS),scope:(USP_FISICO),primo_central_multiple_fe
Mostrar o que foi encontrado até o momento
This feature requires javascript
This feature requires javascript