Vivienne Collinson

Scholars in some countries have recently begun to call for teacher evaluation to become a meaningful form of professional development with potential benefits for both teachers and schools. In the context of calls for professional development to enhance evaluation, this study was conducted in a school district whose evaluation process provided teach...

Resumen This article examines the interplay among the environment, learning, leaders, and innovations in school systems.Six conditions that, together, have potential to shape an environment that supports organizational learning are illustrated with data from two leaders of innovation: one in an environment that resisted change; the other in a supp...

This article examines the interplay among the environment, learning, leaders, and innovations in school systems.Six conditions that, together, have potential to shape an environment that supports organizational learning are illustrated with data from two leaders of innovation: one in an environment that resisted change; the other in a supportive en...

Philosophers have written extensively about values and have long understood that internalized values define character and decisions. However, scholarship on sources of values, particularly for teachers, remains relatively unexplored. Sources of teachers’ values are usually mentioned only in passing in books or articles dealing with other aspects of...

Intellectual freedom has long been a desirable ideal and a foundational value for supporting democratic governance. Since 1948, it has been a universal human right. Given the unique nature of education in democratic societies, schools serve as a crucible for helping children understand and practise the rudiments of intellectual freedom. Drawing on...

Data from a study of 81 exemplary secondary school teachers across the United States provide a portrait of how these teachers have become leaders whose influence and partnerships extend well beyond their classrooms and schools. Propelled by a deep personal desire to learn and a commitment to help students learn, the teachers are learners first, lea...

For decades, researchers have studied student achievement gaps in many countries. This article posits that a similar learning gap may be occurring among the organizations we call school systems—a potential gap between school systems that have maintained the status quo and those that have been working to innovate and improve. The case study indicate...

As the industrialised world shifted to an interdependent and global society, formal schooling was quickly recognised as a major factor in achieving a knowledge society of lifelong learners capable of transforming and revitalising organisations. Teachers were encouraged to engage in learning together to improve teaching and, by extension, improve le...

Purpose The paper aims to provide a theoretically‐based set of skills and practices that develop organizational members and leaders while building organizational capacity. Design/methodology/approach The paper advances four arguments about learning and leading, drawing on classical and contemporary scholarship of organizational learning theory to...

Teachers and administrators in school systems across the United States and Canada have been inundated during the last several decades with silver bullets and quick fixes in an effort to improve education. The reforms have had limited success and little long-term effect on schools and school systems. This article proposes that organizational learnin...

This paper argues that conditions supporting dissemination (sharing) of teachers' learning are necessary for school change and organizational learning. Based on a qualitative study that explored dissemination of teachers' learning within a multi-school computer technology project, the paper identifies 43 factors that motivate teachers' sharing and...

Although teacher learning and collaboration are repeatedly linked to school improvement, surprisingly little is known about the facet of collaboration involving the dissemination or sharing of teacher knowledge; that is, what teachers share, why and with whom they share it, or how and when they share what they have learned. This article describes a...

This paper examines the professional practices of exemplary, post‐primary teachers in Ireland, England and the USA and identifies the ways in which these teachers make classroom experiences relevant to the lives of their students. In making the curriculum relevant, the teachers plan rich experiences and overtly discuss career requirements while foc...

Time is one of the greatest constraints to any change process. However, finding more time for teachers by reallocating time within a fixed schedule has not brought about desired reforms. This article, based on a qualitative study that explored teachers’ interpretations of time, indicates that the concept of time is more complex and dynamic than the...

Teachers in the USA and Japan have engaged in formal and informal professional development for many decades. However, professional development as a field of study is a relatively recent phenomenon, with most policy changes and research occurring since the mid-1980s. This article presents an overview of professional development in the USA and Japan...

The High School Journal 85.1 (2001) 35-44 Information technology is changing people's thinking as profoundly as the printing press changed the course of history more than five centuries ago. The advent of information technology, particularly the computer and the World Wide Web, was hailed as having "the potential to revolutionize education and impr...

Reports a cross-cultural analysis of dispositions and philosophical beliefs underpinning the ethical dimension of exemplary teachers' roles. Knowing students is a necessary condition for caring; respect is indispensable for establishing classroom relationships; and an ethic of care is a prerequisite for effective teaching and optimal student learni...

This study of high school students argues that American high school classes continue to be unsuccessful and boring to students because they artificially separate intellectual achievement and social development of adolescents. To understand how students view their high school priorities and the role of their experiences in the transition from adoles...

This paper explores how exemplary teachers integrate three forms of knowledge in order to help student learn. This triad of knowledge is composed of professional knowledge (subject matter, curricular, and pedagogical knowledge), interpersonal knowledge (relationship with students, the education community and the local community), and intrapersonal...

This paper synthesizes the results of three case studies that focus on urban and suburban elementary teachers who are engaged in new roles: as learners, as clinical educators, and as leaders. Results of the studies suggest that epistemological issues; workplace contexts; and an ethic of care, which is especially noticeable in collegial relationship...

University Microfilms order no. 9325648. Thesis (Ph. D.)--Ohio State University, 1993. Includes bibliographical references.