This study focused on innercity elementary school staff perceptions of the process they engaged in, which emerged from the principal's initiative to move the school culture in a more collaborative direction and thus further develop pedagogical practice and student social and academic growth. Research in this case study involved observations and semi-structured interviews with all staff members at one school. Researchers completed interviews twice during the 1997-1998 school year. The interviews emphasized perceived changes that were being implemented at the school as a result of government, district, and school initiatives, particularly those initiatives initiated by the teachers and principal themselves. Six findings have emerged from this ongoing study to date: (1) devolution of decision making power to the school site, (2) leadership style of the principal, (3) role of personal friendships in work-focused groups, (4) administrative support for teacher professional development, (5) need for the staff to develop a shared vision statement, and (6) variety of social and academic learning opportunities being provided to students. Contains 19 references. (SM)
|Number of pages||18|
|Publication status||Published - 1998|
|Event||Annual Meeting of the American Educational Research Association - San Diego, United States|
Duration: 1 Apr 1998 → 1 Apr 1998
|Other||Annual Meeting of the American Educational Research Association|
|Period||1/04/98 → 1/04/98|
Da Costa, J. L., Marshall, J. L., & Riordan, G. P. (1998). Case study of the development of a collaborative teaching culture in an inner city elementary school. 1-18. Paper presented at Annual Meeting of the American Educational Research Association, San Diego, United States.