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Article: Transforming school culture: Can true collaboration be initiated?

TitleTransforming school culture: Can true collaboration be initiated?
Authors
KeywordsCollaboration
Peer coaching
School culture
Teacher development
Issue Date2002
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/routledge/00131881.asp
Citation
Educational Research, 2002, v. 44 n. 2, p. 181-195 How to Cite?
AbstractWhile Western educators caution against contrived collegiality in the midst of enthusiasm for peer coaching as a form of teacher development, Hong Kong educators are struggling to detach discussion and observation of classroom teaching from staff appraisal. The challenges for this task are twofold: to secure a niche for peer coaching in the practice of staff development, and to ward off contrived collegiality in the course. Using an action research paradigm, the present project attempted to meet these challenges in two schools. As a joint work between various parties, the present project had to negotiate its way cautiously to achieve genuine collaboration and avoid imposition from the administrators and out-siders to the front-line teachers. During the course, innovative strategies were taken to cope with various difficulties, including time constraints, teachers' psychological pressure, and the possibility of contrived collegiality and implementation partnership. The evaluation of the project showed that the teachers generally accepted peer coaching and found it helpful to their professional development. The experience in the two schools indicated that true collaboration might emerge from organizationally induced collegiality under certain conditions.
Persistent Identifierhttp://hdl.handle.net/10722/48413
ISSN
2015 Impact Factor: 0.589
2015 SCImago Journal Rankings: 0.490
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorLam, SFen_HK
dc.contributor.authorYim, PSen_HK
dc.contributor.authorLam, TWHen_HK
dc.date.accessioned2008-05-22T04:12:20Z-
dc.date.available2008-05-22T04:12:20Z-
dc.date.issued2002en_HK
dc.identifier.citationEducational Research, 2002, v. 44 n. 2, p. 181-195en_HK
dc.identifier.issn0013-1881en_HK
dc.identifier.urihttp://hdl.handle.net/10722/48413-
dc.description.abstractWhile Western educators caution against contrived collegiality in the midst of enthusiasm for peer coaching as a form of teacher development, Hong Kong educators are struggling to detach discussion and observation of classroom teaching from staff appraisal. The challenges for this task are twofold: to secure a niche for peer coaching in the practice of staff development, and to ward off contrived collegiality in the course. Using an action research paradigm, the present project attempted to meet these challenges in two schools. As a joint work between various parties, the present project had to negotiate its way cautiously to achieve genuine collaboration and avoid imposition from the administrators and out-siders to the front-line teachers. During the course, innovative strategies were taken to cope with various difficulties, including time constraints, teachers' psychological pressure, and the possibility of contrived collegiality and implementation partnership. The evaluation of the project showed that the teachers generally accepted peer coaching and found it helpful to their professional development. The experience in the two schools indicated that true collaboration might emerge from organizationally induced collegiality under certain conditions.en_HK
dc.format.extent87701 bytes-
dc.format.extent1036268 bytes-
dc.format.mimetypeapplication/pdf-
dc.format.mimetypeapplication/pdf-
dc.languageengen_HK
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/routledge/00131881.aspen_HK
dc.relation.ispartofEducational Researchen_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectCollaborationen_HK
dc.subjectPeer coachingen_HK
dc.subjectSchool cultureen_HK
dc.subjectTeacher developmenten_HK
dc.titleTransforming school culture: Can true collaboration be initiated?en_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0013-1881&volume=44&issue=2&spage=181&epage=195&date=2002&atitle=Transforming+school+culture:+can+true+collaboration+be+initiated?en_HK
dc.identifier.emailLam, SF:lamsf@hku.hken_HK
dc.identifier.authorityLam, SF=rp00568en_HK
dc.description.naturepostprinten_HK
dc.identifier.doi10.1080/0013188011010xxxxen_HK
dc.identifier.scopuseid_2-s2.0-0036623444en_HK
dc.identifier.hkuros72381-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0036623444&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume44en_HK
dc.identifier.issue2en_HK
dc.identifier.spage181en_HK
dc.identifier.epage195en_HK
dc.identifier.isiWOS:000177331700005-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridLam, SF=7402279467en_HK
dc.identifier.scopusauthoridYim, PS=7006296825en_HK
dc.identifier.scopusauthoridLam, TWH=36631356400en_HK

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