LEADER 01084nam--2200373---450- 001 990002300910203316 005 20100519160100.0 035 $a000230091 035 $aUSA01000230091 035 $a(ALEPH)000230091USA01 035 $a000230091 100 $a20041223d1970----km-y0itay0103----ba 101 0 $aita 102 $aIT 105 $a||||||||001yy 200 1 $aSocietà di persone$ediritto e pratica$fE. Ramella, A. Bongiorno 210 $aMilano$cConsulente delle aziende$d1970 215 $a458 p.$d23 cm 410 0$12001 454 1$12001 461 1$1001-------$12001 700 1$aRAMELLA,$bE.$0570775 701 1$aBONGIORNO,$bA.$0570776 801 0$aIT$bsalbc$gISBD 912 $a990002300910203316 951 $aXXV.3.E 19 (IRA 29 77)$b20163 E.C.$cIRA$d00202709 959 $aBK 969 $aGIU 979 $aSIAV5$b10$c20041223$lUSA01$h1323 979 $aRSIAV4$b90$c20090408$lUSA01$h1216 979 $aRSIAV4$b90$c20090429$lUSA01$h1029 979 $aRSIAV5$b90$c20100519$lUSA01$h1601 996 $aSocietà di persone$91068261 997 $aUNISA LEADER 04607nam 22007095 450 001 9910974534103321 005 20240416162832.0 010 $a9789460918810 010 $a9460918816 010 $a9789460918827 010 $a9460918824 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(Au-PeEL)EBL3034726 035 $a(CaPaEBR)ebr10603983 035 $a(Au-PeEL)EBL1083751 035 $a(CaONFJC)MIL422046 035 $a(OCoLC)827212315 035 $a(PPN)168342898 035 $a(EXLCZ)992550000001170532 100 $a20120916d2012 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt 182 $cc 183 $acr 200 10$aCollective Responsibility: Redefining What Falls Between the Cracks for School Reform /$fby Frances Whalan 205 $a1st ed. 2012. 210 1$aRotterdam :$cSensePublishers :$cImprint: SensePublishers,$d2012. 215 $a1 online resource (242 p.) 300 $aDescription based upon print version of record. 311 08$a9789460918803 311 08$a9460918808 311 08$a9781283907965 311 08$a1283907968 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 changefor school and system leaders and academics whose research interests are focused on the how of organisational change. 606 $aEducation 606 $aEducation 615 0$aEducation. 615 14$aEducation. 676 $a370 700 $aWhalan$b Frances$01100735 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910974534103321 996 $aCollective responsibility$92622117 997 $aUNINA