Do teachers wish to be agents of change? :: Will principals support them? /
This study surveyed principals and teachers in ten countries to compare principal and teacher attitudes toward the involvement of teachers in several change and development responsibilities. The participating countries were: Australia, Canada, China, Hungary, Israel, Japan, Netherlands, Singapore, S...
Gespeichert in:
Weitere Verfasser: | , |
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Format: | Elektronisch E-Book |
Sprache: | English |
Veröffentlicht: |
Rotterdam ; Boston :
Sense Publishers,
[2015]
|
Schlagworte: | |
Online-Zugang: | Volltext |
Zusammenfassung: | This study surveyed principals and teachers in ten countries to compare principal and teacher attitudes toward the involvement of teachers in several change and development responsibilities. The participating countries were: Australia, Canada, China, Hungary, Israel, Japan, Netherlands, Singapore, South Africa, and United States. Each country administered mirror versions of a questionnaire to samples of at least 50 principals and at least 100 teachers. The questionnaires listed twenty items describing change responsibilities in which teachers might become involved. For each item, both principals and teachers assigned two teacher involvement ratings: their personal preference, and their estimate of the preference of their role counterpart. These involvement ratings produced four dependent variables: Principal Preferences, Principal Estimates, Teacher Preferences, and Teacher Estimates. For each variable, item responses were clustered to form index sub-scores that measured attitudes toward five education domains: Administration and Coordination, Human Relations, Teacher Support, Classroom Learning, and Evaluation. Systematic planned comparisons were conducted to determine the most important principal-teacher issues within and between countries, and how issues change across index domains. Typical results indicate low awareness of each other?s aspirations and expectations. The first and last chapters of this book discuss the potential of teacher leaders to become agents of change within their own schools. Several social-psychological competencies are then described for these teachers in their work. |
Beschreibung: | 1 online resource (xviii, 299 pages) : illustrations |
Bibliographie: | Includes bibliographical references. |
ISBN: | 9789462099593 9462099596 |
Internformat
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245 | 0 | 0 | |a Do teachers wish to be agents of change? : |b Will principals support them? / |c edited by Allen Menlo and LeVerne Collet. |
264 | 1 | |a Rotterdam ; |a Boston : |b Sense Publishers, |c [2015] | |
300 | |a 1 online resource (xviii, 299 pages) : |b illustrations | ||
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505 | 0 | |a What this study is about: the practical and social-psychological conceptualization of the study / Allen Menlo -- Design and sampling of the cross-cultural study: principal and teacher attitudes towards teacher involvement in change / LeVerne S. Collet -- Results of the cross-cultural study: comparing principal and teacher attitudes towards teacher involvement across ten countries / LeVerne S. Collet -- Teacher involvement in Australia: "Teachers have much to offer" / John Williamson and Christine Gardner -- Teacher involvement in Canada: sharing responsibility for change leadership in Canadian schooling / Noel P. Hurley and Shane M. Hurley -- Teacher involvement in policy making in Chinese schools / Xiaoruo Gai -- The Hungarian education system in transition: shifting towards decentralization / Nóra Arató and Zsolt Lavicza -- Teacher involvement in decision making in the Israeli school system / Zehava Rosenblatt, Hilla Peretz and Lya Kremer-Hayon -- Teacher responsibility-taking for school change & professional development in Japan / Itaru Inoue -- Teacher participation in policy making in Dutch schools / Theo Wubbels -- Singapore engagement in educational change / Lim Lee Hean -- Teacher involvement in South Africa: ongoing change in South African education / Johan Booyse and Cassie Swanepoel -- Teacher participation in responsibility-taking in the United States school system / Nora Arato, Tsila Evers and Zsolt Lavicza -- Summary and conclusions: implications for school practice and research / LeVerne S. Collet -- Teacher leadership: the significant role of teachers in school change / Allen Menlo. | |
588 | 0 | |a Print version record. | |
520 | |a This study surveyed principals and teachers in ten countries to compare principal and teacher attitudes toward the involvement of teachers in several change and development responsibilities. The participating countries were: Australia, Canada, China, Hungary, Israel, Japan, Netherlands, Singapore, South Africa, and United States. Each country administered mirror versions of a questionnaire to samples of at least 50 principals and at least 100 teachers. The questionnaires listed twenty items describing change responsibilities in which teachers might become involved. For each item, both principals and teachers assigned two teacher involvement ratings: their personal preference, and their estimate of the preference of their role counterpart. These involvement ratings produced four dependent variables: Principal Preferences, Principal Estimates, Teacher Preferences, and Teacher Estimates. For each variable, item responses were clustered to form index sub-scores that measured attitudes toward five education domains: Administration and Coordination, Human Relations, Teacher Support, Classroom Learning, and Evaluation. Systematic planned comparisons were conducted to determine the most important principal-teacher issues within and between countries, and how issues change across index domains. Typical results indicate low awareness of each other?s aspirations and expectations. The first and last chapters of this book discuss the potential of teacher leaders to become agents of change within their own schools. Several social-psychological competencies are then described for these teachers in their work. | ||
650 | 0 | |a High school teachers |x Attitudes |v Cross-cultural studies. | |
650 | 0 | |a High school principals |x Attitudes |v Cross-cultural studies. | |
650 | 0 | |a Educational change |v Cross-cultural studies. | |
650 | 6 | |a Enseignement |x Réforme |v Études transculturelles. | |
650 | 7 | |a EDUCATION |x Secondary. |2 bisacsh | |
650 | 7 | |a Educational change |2 fast | |
650 | 7 | |a High school principals |x Attitudes |2 fast | |
650 | 7 | |a High school teachers |x Attitudes |2 fast | |
655 | 7 | |a Cross-cultural studies |2 fast | |
700 | 1 | |a Menlo, Allen, |e editor. | |
700 | 1 | |a Collet, LeVerne S., |e editor. | |
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Datensatz im Suchindex
DE-BY-FWS_katkey | ZDB-4-EDU-ocn908418132 |
---|---|
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adam_text | |
any_adam_object | |
author2 | Menlo, Allen Collet, LeVerne S. |
author2_role | edt edt |
author2_variant | a m am l s c ls lsc |
author_facet | Menlo, Allen Collet, LeVerne S. |
building | Verbundindex |
bvnumber | localFWS |
callnumber-first | L - Education |
callnumber-label | LB1777 |
callnumber-raw | LB1777 .D58 2015 |
callnumber-search | LB1777 .D58 2015 |
callnumber-sort | LB 41777 D58 42015 |
callnumber-subject | LB - Theory and Practice of Education |
collection | ZDB-4-EDU |
contents | What this study is about: the practical and social-psychological conceptualization of the study / Allen Menlo -- Design and sampling of the cross-cultural study: principal and teacher attitudes towards teacher involvement in change / LeVerne S. Collet -- Results of the cross-cultural study: comparing principal and teacher attitudes towards teacher involvement across ten countries / LeVerne S. Collet -- Teacher involvement in Australia: "Teachers have much to offer" / John Williamson and Christine Gardner -- Teacher involvement in Canada: sharing responsibility for change leadership in Canadian schooling / Noel P. Hurley and Shane M. Hurley -- Teacher involvement in policy making in Chinese schools / Xiaoruo Gai -- The Hungarian education system in transition: shifting towards decentralization / Nóra Arató and Zsolt Lavicza -- Teacher involvement in decision making in the Israeli school system / Zehava Rosenblatt, Hilla Peretz and Lya Kremer-Hayon -- Teacher responsibility-taking for school change & professional development in Japan / Itaru Inoue -- Teacher participation in policy making in Dutch schools / Theo Wubbels -- Singapore engagement in educational change / Lim Lee Hean -- Teacher involvement in South Africa: ongoing change in South African education / Johan Booyse and Cassie Swanepoel -- Teacher participation in responsibility-taking in the United States school system / Nora Arato, Tsila Evers and Zsolt Lavicza -- Summary and conclusions: implications for school practice and research / LeVerne S. Collet -- Teacher leadership: the significant role of teachers in school change / Allen Menlo. |
ctrlnum | (OCoLC)908418132 |
dewey-full | 373.11 |
dewey-hundreds | 300 - Social sciences |
dewey-ones | 373 - Secondary education |
dewey-raw | 373.11 |
dewey-search | 373.11 |
dewey-sort | 3373.11 |
dewey-tens | 370 - Education |
discipline | Pädagogik |
format | Electronic eBook |
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genre | Cross-cultural studies fast |
genre_facet | Cross-cultural studies |
id | ZDB-4-EDU-ocn908418132 |
illustrated | Illustrated |
indexdate | 2024-11-26T14:54:12Z |
institution | BVB |
isbn | 9789462099593 9462099596 |
language | English |
oclc_num | 908418132 |
open_access_boolean | |
owner | MAIN DE-863 DE-BY-FWS |
owner_facet | MAIN DE-863 DE-BY-FWS |
physical | 1 online resource (xviii, 299 pages) : illustrations |
psigel | ZDB-4-EDU |
publishDate | 2015 |
publishDateSearch | 2015 |
publishDateSort | 2015 |
publisher | Sense Publishers, |
record_format | marc |
spelling | Do teachers wish to be agents of change? : Will principals support them? / edited by Allen Menlo and LeVerne Collet. Rotterdam ; Boston : Sense Publishers, [2015] 1 online resource (xviii, 299 pages) : illustrations text txt rdacontent computer c rdamedia online resource cr rdacarrier text file Includes bibliographical references. What this study is about: the practical and social-psychological conceptualization of the study / Allen Menlo -- Design and sampling of the cross-cultural study: principal and teacher attitudes towards teacher involvement in change / LeVerne S. Collet -- Results of the cross-cultural study: comparing principal and teacher attitudes towards teacher involvement across ten countries / LeVerne S. Collet -- Teacher involvement in Australia: "Teachers have much to offer" / John Williamson and Christine Gardner -- Teacher involvement in Canada: sharing responsibility for change leadership in Canadian schooling / Noel P. Hurley and Shane M. Hurley -- Teacher involvement in policy making in Chinese schools / Xiaoruo Gai -- The Hungarian education system in transition: shifting towards decentralization / Nóra Arató and Zsolt Lavicza -- Teacher involvement in decision making in the Israeli school system / Zehava Rosenblatt, Hilla Peretz and Lya Kremer-Hayon -- Teacher responsibility-taking for school change & professional development in Japan / Itaru Inoue -- Teacher participation in policy making in Dutch schools / Theo Wubbels -- Singapore engagement in educational change / Lim Lee Hean -- Teacher involvement in South Africa: ongoing change in South African education / Johan Booyse and Cassie Swanepoel -- Teacher participation in responsibility-taking in the United States school system / Nora Arato, Tsila Evers and Zsolt Lavicza -- Summary and conclusions: implications for school practice and research / LeVerne S. Collet -- Teacher leadership: the significant role of teachers in school change / Allen Menlo. Print version record. This study surveyed principals and teachers in ten countries to compare principal and teacher attitudes toward the involvement of teachers in several change and development responsibilities. The participating countries were: Australia, Canada, China, Hungary, Israel, Japan, Netherlands, Singapore, South Africa, and United States. Each country administered mirror versions of a questionnaire to samples of at least 50 principals and at least 100 teachers. The questionnaires listed twenty items describing change responsibilities in which teachers might become involved. For each item, both principals and teachers assigned two teacher involvement ratings: their personal preference, and their estimate of the preference of their role counterpart. These involvement ratings produced four dependent variables: Principal Preferences, Principal Estimates, Teacher Preferences, and Teacher Estimates. For each variable, item responses were clustered to form index sub-scores that measured attitudes toward five education domains: Administration and Coordination, Human Relations, Teacher Support, Classroom Learning, and Evaluation. Systematic planned comparisons were conducted to determine the most important principal-teacher issues within and between countries, and how issues change across index domains. Typical results indicate low awareness of each other?s aspirations and expectations. The first and last chapters of this book discuss the potential of teacher leaders to become agents of change within their own schools. Several social-psychological competencies are then described for these teachers in their work. High school teachers Attitudes Cross-cultural studies. High school principals Attitudes Cross-cultural studies. Educational change Cross-cultural studies. Enseignement Réforme Études transculturelles. EDUCATION Secondary. bisacsh Educational change fast High school principals Attitudes fast High school teachers Attitudes fast Cross-cultural studies fast Menlo, Allen, editor. Collet, LeVerne S., editor. has work: Do teachers wish to be agents of change? Will principals support them? (Text) https://id.oclc.org/worldcat/entity/E39PCFydVDWwB8CGcc8Gh7FqPP https://id.oclc.org/worldcat/ontology/hasWork Print version: 946209957X 9789462099579 FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1055129 Volltext |
spellingShingle | Do teachers wish to be agents of change? : Will principals support them? / What this study is about: the practical and social-psychological conceptualization of the study / Allen Menlo -- Design and sampling of the cross-cultural study: principal and teacher attitudes towards teacher involvement in change / LeVerne S. Collet -- Results of the cross-cultural study: comparing principal and teacher attitudes towards teacher involvement across ten countries / LeVerne S. Collet -- Teacher involvement in Australia: "Teachers have much to offer" / John Williamson and Christine Gardner -- Teacher involvement in Canada: sharing responsibility for change leadership in Canadian schooling / Noel P. Hurley and Shane M. Hurley -- Teacher involvement in policy making in Chinese schools / Xiaoruo Gai -- The Hungarian education system in transition: shifting towards decentralization / Nóra Arató and Zsolt Lavicza -- Teacher involvement in decision making in the Israeli school system / Zehava Rosenblatt, Hilla Peretz and Lya Kremer-Hayon -- Teacher responsibility-taking for school change & professional development in Japan / Itaru Inoue -- Teacher participation in policy making in Dutch schools / Theo Wubbels -- Singapore engagement in educational change / Lim Lee Hean -- Teacher involvement in South Africa: ongoing change in South African education / Johan Booyse and Cassie Swanepoel -- Teacher participation in responsibility-taking in the United States school system / Nora Arato, Tsila Evers and Zsolt Lavicza -- Summary and conclusions: implications for school practice and research / LeVerne S. Collet -- Teacher leadership: the significant role of teachers in school change / Allen Menlo. High school teachers Attitudes Cross-cultural studies. High school principals Attitudes Cross-cultural studies. Educational change Cross-cultural studies. Enseignement Réforme Études transculturelles. EDUCATION Secondary. bisacsh Educational change fast High school principals Attitudes fast High school teachers Attitudes fast |
title | Do teachers wish to be agents of change? : Will principals support them? / |
title_auth | Do teachers wish to be agents of change? : Will principals support them? / |
title_exact_search | Do teachers wish to be agents of change? : Will principals support them? / |
title_full | Do teachers wish to be agents of change? : Will principals support them? / edited by Allen Menlo and LeVerne Collet. |
title_fullStr | Do teachers wish to be agents of change? : Will principals support them? / edited by Allen Menlo and LeVerne Collet. |
title_full_unstemmed | Do teachers wish to be agents of change? : Will principals support them? / edited by Allen Menlo and LeVerne Collet. |
title_short | Do teachers wish to be agents of change? : |
title_sort | do teachers wish to be agents of change will principals support them |
title_sub | Will principals support them? / |
topic | High school teachers Attitudes Cross-cultural studies. High school principals Attitudes Cross-cultural studies. Educational change Cross-cultural studies. Enseignement Réforme Études transculturelles. EDUCATION Secondary. bisacsh Educational change fast High school principals Attitudes fast High school teachers Attitudes fast |
topic_facet | High school teachers Attitudes Cross-cultural studies. High school principals Attitudes Cross-cultural studies. Educational change Cross-cultural studies. Enseignement Réforme Études transculturelles. EDUCATION Secondary. Educational change High school principals Attitudes High school teachers Attitudes Cross-cultural studies |
url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1055129 |
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