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Exploring Teacher Leadership Practice, Efficacy Beliefs, and Student Achievement

机译:探索教师领导能力实践,效能信念和学生成就

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Purpose. The purpose of this study was to explore teacher leadership practice in an effort to understand how the behaviors of teacher leaders, and interactions among them, contribute to teacher and collective efficacy for the purposes of increasing student achievement and closing student achievement gaps.;Methodology. A grounded theory approach to qualitative research was used to establish a theoretical foundation among the constructs of teacher leadership, efficacy beliefs, and student achievement. Data were primarily collected through an examination of the perspectives of 33 formal and informal teacher leaders in a county in Northern California.;Findings. A theoretical framework called teacher leadership for efficacy and equity is proposed, which outlines direct and indirect pathways for teacher leadership to improve student achievement. Teachers who improve student achievement and close student achievement gaps through teacher and collective efficacy (a) focus on equity and improvements to teaching and learning; (b) take ownership over the learning of all students and speak positively about them; (c) build relationships with students and show they care; (d) take initiative, are positive, and go above and beyond; (e) collaborate, use data to inform practice, and share ideas and strategies; (f) learn, mentor, coach, and watch each other teach; (g) are flexible, adaptable, customize instruction, and try new things; and (h) experience and celebrate success and share success with others. These practices are guided and supported by shared leadership, collaboration, and school culture.;Conclusions. Existing teacher leadership research supports elements of Facets A, D, E, F, and G of teacher leadership practice. New findings include teacher leaders' maintaining an explicit focus on equity (A), taking ownership over the learning of all students and speaking positively about them (B), building relationships with students and showing care (C), and experiencing and sharing success (H). New findings are supported by research in other areas.;Recommendations. Teacher leaders who impact student achievement should be considered teachers as well as leaders. Stronger attention should be paid to informal teacher leadership, teacher leadership practice, and fostering equity through teacher leadership. Recommendations include operationalizing this framework in quantitative studies, putting it into practice, and replicating the study in other contexts.
机译:目的。这项研究的目的是探索教师领导能力的实践,以了解教师领导者的行为及其之间的相互作用如何促进教师和集体效能,从而增加学生的学习成绩并缩小学生的学习成绩差距。定性研究的扎实理论方法被用来在教师领导能力,效能信念和学生成就之间建立理论基础。数据主要是通过对北加州一个县的33名正式和非正式教师领袖的观点进行检查而收集的。提出了一个称为教师领导才能提高效能和公平性的理论框架,该框架概述了教师领导才能提高学生成绩的直接和间接途径。通过教师和集体效能提高学生成绩并缩小学生成绩差距的教师(a)注重公平和教与学的改善; (b)掌握所有学生的学习知识并积极评价他们; (c)与学生建立关系并表明他们在乎; (d)主动,积极,超越。 (e)合作,使用数据来指导实践以及分享想法和策略; (f)互相学习,指导,互相指导; (g)灵活,适应性强,自定义说明并尝试新事物; (h)体验和庆祝成功,并与他人分享成功。这些做法在共同的领导,协作和学校文化的指导下得到支持。现有的教师领导力研究支持教师领导力实践的方面A,D,E,F和G的要素。新发现包括:教师领导者明确关注公平(A),掌握所有学生的学习知识并积极评价他们(B),与学生建立关系并表现出关怀(C)以及体验和分享成功( H)。新发现得到其他领域研究的支持。影响学生成绩的教师领导者应被视为教师和领导者。应更加重视非正式的教师领导,教师领导实践和通过教师领导促进公平。建议包括在定量研究中操作该框架,将其付诸实践,并在其他情况下复制该研究。

著录项

  • 作者

    Stiffler, Kim.;

  • 作者单位

    University of La Verne.;

  • 授予单位 University of La Verne.;
  • 学科 Educational leadership.;Education.;Teacher education.
  • 学位 Ed.D.
  • 年度 2018
  • 页码 450 p.
  • 总页数 450
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 动物医学(兽医学);
  • 关键词

  • 入库时间 2022-08-17 11:41:17

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