LEADER 04581nam 2200673 a 450 001 9910453195103321 005 20200520144314.0 010 $a94-6091-881-6 010 $a94-6091-882-4 024 7 $a10.1007/978-94-6091-882-7 035 $a(CKB)2550000001170532 035 $a(EBL)3034726 035 $a(SSID)ssj0000878632 035 $a(PQKBManifestationID)11545945 035 $a(PQKBTitleCode)TC0000878632 035 $a(PQKBWorkID)10837164 035 $a(PQKB)11042647 035 $a(DE-He213)978-94-6091-882-7 035 $a(MiAaPQ)EBC3034726 035 $a(OCoLC)883996984 035 $a(nllekb)BRILL9789460918827 035 $a(MiAaPQ)EBC1083751 035 $a(PPN)168342898 035 $a(Au-PeEL)EBL3034726 035 $a(CaPaEBR)ebr10603983 035 $a(Au-PeEL)EBL1083751 035 $a(CaONFJC)MIL422046 035 $a(OCoLC)827212315 035 $a(EXLCZ)992550000001170532 100 $a20130105d2012 uy 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt 182 $cc 183 $acr 200 10$aCollective responsibility$b[electronic resource] $eredefining what falls between the cracks for school reform /$fFrances Whalan 205 $a1st ed. 2012. 210 $aRotterdam $cSense Publishers$d2012 215 $a1 online resource (242 p.) 300 $aDescription based upon print version of record. 311 $a94-6091-880-8 311 $a1-283-90796-8 320 $aIncludes bibliographical references. 327 $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. 330 $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. 606 $aEducational change 606 $aSchool improvement programs 608 $aElectronic books. 615 0$aEducational change. 615 0$aSchool improvement programs. 676 $a370 700 $aWhalan$b Frances$01038539 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910453195103321 996 $aCollective responsibility$92470707 997 $aUNINA