A Comparative Study of the Perceptions of School Counselors and Principals Toward the Use of Collaboration in School Settings PDF Download
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Author: Beverly L. Booker Publisher: ISBN: Category : School management and organization Languages : en Pages : 230
Book Description
This study analyzed school principals and schools counselors use of collaboration in school settings. It compared school counselors and school principals' perception of the use of collaboration to promote student academic achievement. It further explored the factors perceived as promoting and impeding collaboration as well as persons with whom the school counselors and school principals collaborated. The subjects' reasons for collaboration were noted and their conceptual understanding and stated framework of collaboration were compared with the definition of collaboration as articulated in current research literature. Significant similarities of conceptual understanding and the framework for collaboration among the sampled population of school counselors and principals were found. Both school counselors and principals sampled in the study identified collaboration as "two or more parties working together toward a common goal to plan and implement a strategy for a problem or issue for the benefit of students." Their implementation of this definition did correlate with the relevant professional literature (American School Counselor Association 1998; Welch and Tulbert 2000). They also reported that school counselors and school principals do not collaborate with each other on a significant level. They ranked school social workers, school psychologists, and community agencies low among persons with whom they collaborated. Both sets of practitioners confirmed academic advisement and scheduling as being the primary reasons for collaboration, with issues of discipline being ranked second.
Author: Beverly L. Booker Publisher: ISBN: Category : School management and organization Languages : en Pages : 230
Book Description
This study analyzed school principals and schools counselors use of collaboration in school settings. It compared school counselors and school principals' perception of the use of collaboration to promote student academic achievement. It further explored the factors perceived as promoting and impeding collaboration as well as persons with whom the school counselors and school principals collaborated. The subjects' reasons for collaboration were noted and their conceptual understanding and stated framework of collaboration were compared with the definition of collaboration as articulated in current research literature. Significant similarities of conceptual understanding and the framework for collaboration among the sampled population of school counselors and principals were found. Both school counselors and principals sampled in the study identified collaboration as "two or more parties working together toward a common goal to plan and implement a strategy for a problem or issue for the benefit of students." Their implementation of this definition did correlate with the relevant professional literature (American School Counselor Association 1998; Welch and Tulbert 2000). They also reported that school counselors and school principals do not collaborate with each other on a significant level. They ranked school social workers, school psychologists, and community agencies low among persons with whom they collaborated. Both sets of practitioners confirmed academic advisement and scheduling as being the primary reasons for collaboration, with issues of discipline being ranked second.
Author: Brett A. Cooper Publisher: ISBN: Category : Classroom environment Languages : en Pages : 113
Book Description
This study was designed to examine the understanding of teachers' and administrators' perceptions toward collaborative practices in a suburban kindergarten through sixth grade public elementary school in southeastern Pennsylvania. The examination of the relationship between collaborative practices and its influence on student learning was a focus throughout this research. This study also researched the influence collaborative practices have on classroom environment. Collaborative practices and the likelihood of their utilization in building teacher instructional leadership capacity within the classroom was also examined. The study also explored how and when teachers collaborate and the perceived barriers to collaboration. Fifteen participants including teachers, a school counselor, central office administrators, and the building principal signed release statements so that data compiled through the online survey, focus group interviews, teachers observations, and principal interview could be used in this study. Consent forms were provided to each participant to ensure understanding of his/her role in the study, the intent of the study, the procedure used to ensure the confidentiality of responses, and the process to ensure anonymity. This study revealed that teachers and administrators appreciated and respected the time they were provided for collaborative practice opportunities. Administrators and teachers viewed the time as an opportunity to learn and serve all students. Teachers believed they grew professionally, increased their learning of course content and effective instructional best practices, and improved their ability to become instructional leaders within their classroom. The data that were collected from the research instruments concluded that collaborative practices have a positive influence on increasing student achievement and learning. Patterns represented in the collected data also indicated that collaborative practices have a positive influence on classroom environment. Expressions of teacher support and collegiality were captured by all three measurement instruments.
Author: Rachel Martin Publisher: ISBN: Category : Languages : en Pages :
Book Description
Abstract Only a few studies have questioned teachers' perceptions of collaborative professional development work at the elementary level; however there is considerable literature on collaborative teams as a means for professional development. Professional development programs are often diverse in philosophy, each with their own advantages and disadvantages, however the research on high quality professional development seems to support collaboration. The purpose of this study was to examine elementary teachers' perceptions of collaborative professional development teams. Capturing teachers' perspectives on collaborative practices could potentially provide insight to administrators when creating professional development opportunities for teachers. Are collaborative teams seen (1) as a mechanism for promoting teacher growth, (2) a way to improve their own practice, and (3) a way to improve the practice of their team? In addition, does the principals' control of these collaborative teams (4) have any influence on the teachers' perceived value of these teams, and (5) are the perceptions of the teachers and principals comparable in regards to collaborative professional development teams? The study included five elementary schools in a large urban district where there was a strong commitment to professional development. Two of the five schools participated in face-to- face interviews for in-depth conversations and data collection. Teachers and principals were a part of this case study. Through data analysis, the participants reported that collaborative teams were a positive means for professional development as they perceived it. The professional development teams were perceived by teachers as being more successful when: 1) there were opportunities to share in vertical teams, 2) there were structures and adequate time was provided, 3) there was a safe environment, 4) there was trust in colleagues, 5) the work was connected to the goals of the school, and 6) they saw student work improving as a result of their collaborative efforts. In addition, the data revealed that the amount of control that the principal has in creating the collaborative teams does not appear to negatively impact teachers' perceptions of the positive benefits of practice. When teachers felt that their work was purposeful and focused on school goals they were more willing to work in any team configuration that they were assigned to, as this helped them to grow professionally.
Author: Conra D. Gist Publisher: American Educational Research Association ISBN: 093530293X Category : Education Languages : en Pages : 1167
Book Description
Teachers of Color and Indigenous Teachers are underrepresented in public schools across the United States of America, with Black, Indigenous, and People of Color making up roughly 37% of the adult population and 50% of children, but just 19% of the teaching force. Yet research over decades has indicated their positive impact on student learning and social and emotional development, particularly for Students of Color and Indigenous Students. A first of its kind, the Handbook of Research on Teachers of Color and Indigenous Teachers addresses key issues and obstacles to ethnoracial diversity across the life course of teachers’ careers, such as recruitment and retention, professional development, and the role of minority-serving institutions. Including chapters from leading researchers and policy makers, the Handbook is designed to be an important resource to help bridge the gap between scholars, practitioners, and policy makers. In doing so, this research will serve as a launching pad for discussion and change at this critical moment in our country’s history. The volume’s goal is to drive conversations around the issue of ethnoracial teacher diversity and to provide concrete practices for policy makers and practitioners to enable them to make evidence-based decisions for supporting an ethnoracially diverse educator workforce, now and in the future.
Author: Beverly L. Booker
Author: Beverly L. Booker
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Author: Brett A. Cooper
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Author: Faith Connolly
Author: Rachel Martin
Author: Conra D. Gist