This study was originally designed to explore the impact of a distributed approach to developing curriculum leadership among schoolteachers. Previous papers have focused on reporting evidence of teacher learning in the process of engaging teachers in various types of curriculum decision-making in an innovation project based on interview data. This article reports a discourse analysis of the interactions based on the visual data in videotaped meetings between teachers in a Chinese curriculum development team and shows that teacher participation is constrained by the leadership styles of the positional leaders in the team in the second action cycle in the project. The mediational effects of the leadership styles invite policy-makers and school management to rethink the effectiveness of school-based approaches to curriculum development in enhancing teacher learning and development.View full textDownload full textKeywordscurriculum leadership, discourse analysis, school-based curriculum development, teacher leadershipRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/09585176.2010.504577
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机译：这项研究最初旨在探讨分布式方法对学校教师发展课程领导能力的影响。以前的论文集中在报告基于访谈数据的创新项目中，让教师参与各种类型的课程决策过程中教师学习的证据。本文报告了基于课程开发团队中教师之间录像会议中视觉数据的交互作用的话语分析，表明在第二个行动周期中，教师的参与受到团队中位置领导者领导风格的制约。项目。领导风格的中介作用邀请政策制定者和学校管理者重新考虑校本课程开发方法在增强教师学习和发展方面的有效性。查看全文下载全文关键词课程领导，话语分析，校本课程开发，教师LeadershipRelated var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，servicescompact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin，facebook，stumbleupon，digg，google，更多”，发布号：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/09585176.2010.504577
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