메뉴 건너뛰기




Volumn , Issue , 2010, Pages 557-562

School development for teacher learning and change

Author keywords

Capacity building; Educational reforms; Organizational learning; Teacher change

Indexed keywords


EID: 84868320730     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1016/B978-0-08-044894-7.00661-8     Document Type: Chapter
Times cited : (30)

References (39)
  • 6
    • 0002655969 scopus 로고
    • General strategies for effecting changes in human systems
    • Holt, Rinehart and Winston, New York, W. Bennis, K. Benne, R. Chin (Eds.)
    • Chin R., Benne K. General strategies for effecting changes in human systems. The Planning of Change 1969, 32-59. Holt, Rinehart and Winston, New York. 2nd edn. W. Bennis, K. Benne, R. Chin (Eds.).
    • (1969) The Planning of Change , pp. 32-59
    • Chin, R.1    Benne, K.2
  • 7
    • 0033637831 scopus 로고    scopus 로고
    • Teachers' professional development: A solitary or collegial (ad)venture
    • Clement M., Vandenberghe R. Teachers' professional development: A solitary or collegial (ad)venture. Teaching and Teacher Education 2000, 16:81-101.
    • (2000) Teaching and Teacher Education , vol.16 , pp. 81-101
    • Clement, M.1    Vandenberghe, R.2
  • 9
    • 0035624290 scopus 로고    scopus 로고
    • Collective sense-making about reading: How teachers mediate reading policy in their professional communities
    • Coburn C.E. Collective sense-making about reading: How teachers mediate reading policy in their professional communities. Educational Evaluation and Policy Analysis 2001, 23:145-170.
    • (2001) Educational Evaluation and Policy Analysis , vol.23 , pp. 145-170
    • Coburn, C.E.1
  • 10
    • 84993767738 scopus 로고    scopus 로고
    • Rethinking scale: Moving beyond the numbers to deep and lasting change
    • Coburn C.E. Rethinking scale: Moving beyond the numbers to deep and lasting change. Educational Researcher 2003, 32:3-12.
    • (2003) Educational Researcher , vol.32 , pp. 3-12
    • Coburn, C.E.1
  • 12
    • 0036766961 scopus 로고    scopus 로고
    • How can comprehensive school reform models be successfully implemented
    • Desimone L. How can comprehensive school reform models be successfully implemented. Review of Educational Research 2002, 72:433-480.
    • (2002) Review of Educational Research , vol.72 , pp. 433-480
    • Desimone, L.1
  • 15
    • 84900797936 scopus 로고    scopus 로고
    • Transformational leadership effects on teachers' commitment and effort toward school reform
    • Geijsel F., Sleegers P., Leithwood K., Jantzi D. Transformational leadership effects on teachers' commitment and effort toward school reform. Journal of Educational Administration 2003, 41:229-256.
    • (2003) Journal of Educational Administration , vol.41 , pp. 229-256
    • Geijsel, F.1    Sleegers, P.2    Leithwood, K.3    Jantzi, D.4
  • 19
    • 23844559306 scopus 로고    scopus 로고
    • The tension between organisational sub-structures in secondary schools and educational reform
    • Imants J., Sleegers P., Witziers B. The tension between organisational sub-structures in secondary schools and educational reform. School Leadership and Management 2001, 21(3):289-308.
    • (2001) School Leadership and Management , vol.21 , Issue.3 , pp. 289-308
    • Imants, J.1    Sleegers, P.2    Witziers, B.3
  • 20
    • 31944440282 scopus 로고    scopus 로고
    • Challenges in the implementation of success for all in four high-need urban schools
    • Klinger J., Cramer E., Harry B. Challenges in the implementation of success for all in four high-need urban schools. Elementary School Journal 2006, 106:333-350.
    • (2006) Elementary School Journal , vol.106 , pp. 333-350
    • Klinger, J.1    Cramer, E.2    Harry, B.3
  • 22
    • 0004264428 scopus 로고    scopus 로고
    • Swets and Zeitlinger, Lisse, K. Leithwood, K.S. Louis (Eds.)
    • Organizational Learning in Schools 1998, Swets and Zeitlinger, Lisse. K. Leithwood, K.S. Louis (Eds.).
    • (1998) Organizational Learning in Schools
  • 26
    • 2342614451 scopus 로고    scopus 로고
    • The capacity for organizational learning. Implications for pedagogical quality and student achievement
    • JAI, Greenwood, MS, K. Leithwood, K.S. Louis (Eds.)
    • Marks H.M., Louis K., Printy S.M. The capacity for organizational learning. Implications for pedagogical quality and student achievement. Understanding Schools as Intelligent Systems 2000, JAI, Greenwood, MS. K. Leithwood, K.S. Louis (Eds.).
    • (2000) Understanding Schools as Intelligent Systems
    • Marks, H.M.1    Louis, K.2    Printy, S.M.3
  • 28
    • 0001262757 scopus 로고    scopus 로고
    • Teacher change
    • American Educational Research Association, Washington, DC, V. Richardson (Ed.)
    • Richardson V., Placier P. Teacher change. Handbook of Research on Teaching 2001, 905-947. American Educational Research Association, Washington, DC. V. Richardson (Ed.).
    • (2001) Handbook of Research on Teaching , pp. 905-947
    • Richardson, V.1    Placier, P.2
  • 30
    • 0040058776 scopus 로고    scopus 로고
    • Sand, bricks, and seeds: School change strategies and readiness for reform
    • Kluwer Academic Publishers, Dordrecht, A. Haregreaves, A. Lieberman, M. Fullan, D. Hopkins (Eds.)
    • Slavin R.E. Sand, bricks, and seeds: School change strategies and readiness for reform. International Handbook of Educational Change 1998, 1299-1313. Kluwer Academic Publishers, Dordrecht. A. Haregreaves, A. Lieberman, M. Fullan, D. Hopkins (Eds.).
    • (1998) International Handbook of Educational Change , pp. 1299-1313
    • Slavin, R.E.1
  • 31
    • 42149155565 scopus 로고    scopus 로고
    • School improvement within a knowledge economy: Fostering professional learning from a multidimensional perspective
    • Kluwer Academic Publishers, Dordrecht, N. Bascia, A. Cumming, A. Datnow, K. Leithwood, D. Livingstone (Eds.)
    • Sleegers P., Bolhuis S., Geijsel F. School improvement within a knowledge economy: Fostering professional learning from a multidimensional perspective. International Handbook of Educational Policy 2005, 527-543. Kluwer Academic Publishers, Dordrecht. N. Bascia, A. Cumming, A. Datnow, K. Leithwood, D. Livingstone (Eds.).
    • (2005) International Handbook of Educational Policy , pp. 527-543
    • Sleegers, P.1    Bolhuis, S.2    Geijsel, F.3
  • 33
    • 0002420277 scopus 로고    scopus 로고
    • School leadership for teacher learning and change: A human and social capital development perspective
    • Jossey-Bass, San Francisco, CA, J. Murphy, K.S. Louis (Eds.)
    • Smylie M.A., Hart A.W. School leadership for teacher learning and change: A human and social capital development perspective. Handbook of Research on Educational Administration 1999, 421-443. Jossey-Bass, San Francisco, CA. 2nd edn. J. Murphy, K.S. Louis (Eds.).
    • (1999) Handbook of Research on Educational Administration , pp. 421-443
    • Smylie, M.A.1    Hart, A.W.2
  • 34
    • 0036766835 scopus 로고    scopus 로고
    • Policy implementation and cognition: Reframing and refocusing implementation research
    • Spillane J.P., Reiser B.J., Reimer T. Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research 2002, 72:387-431.
    • (2002) Review of Educational Research , vol.72 , pp. 387-431
    • Spillane, J.P.1    Reiser, B.J.2    Reimer, T.3
  • 35
    • 33748564973 scopus 로고    scopus 로고
    • Effects of comprehensive school reform on student achievement and school change: A longitudinal multi-site study
    • Sterbinsky A., Ross S.M., Redfield D. Effects of comprehensive school reform on student achievement and school change: A longitudinal multi-site study. School Effectiveness and School Improvement 2006, 17:367-397.
    • (2006) School Effectiveness and School Improvement , vol.17 , pp. 367-397
    • Sterbinsky, A.1    Ross, S.M.2    Redfield, D.3
  • 37
    • 1842779048 scopus 로고    scopus 로고
    • The role of professional learning communities in international education
    • Kluwer Academic Publishers, Dordrecht, Part 2, K. Leithwood, P. Hallinger (Eds.)
    • Toole J., Louis K.S. The role of professional learning communities in international education. Second International Handbook of Educational Leadership and Administration 2002, 245-281. Kluwer Academic Publishers, Dordrecht, Part 2. K. Leithwood, P. Hallinger (Eds.).
    • (2002) Second International Handbook of Educational Leadership and Administration , pp. 245-281
    • Toole, J.1    Louis, K.S.2
  • 38
    • 0039270138 scopus 로고    scopus 로고
    • Organizational learning and the learning organization: A dichotomy between descriptive and prescriptive research
    • Tsang E.W.K. Organizational learning and the learning organization: A dichotomy between descriptive and prescriptive research. Human Relations 1997, 50:73-89.
    • (1997) Human Relations , vol.50 , pp. 73-89
    • Tsang, E.W.K.1
  • 39
    • 26644474556 scopus 로고    scopus 로고
    • One teacher's identity, emotions, and commitment to change: A case study into the cognitive-affective processes of a secondary school teacher in the context of reforms
    • van Veen K., Sleegers P., van de Ven P.-H. One teacher's identity, emotions, and commitment to change: A case study into the cognitive-affective processes of a secondary school teacher in the context of reforms. Teaching and Teacher Education 2005, 21:917-934.
    • (2005) Teaching and Teacher Education , vol.21 , pp. 917-934
    • Van Veen, K.1    Sleegers, P.2    Van De Ven, P.-H.3


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.