國立高雄大學圖資館 |

Language: English

Back

Do teachers wish to be agents of cha...

Collet, LeVerne.

Do teachers wish to be agents of change?Will principals support them? /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Do teachers wish to be agents of change?edited by Allen Menlo, LeVerne Collet.
Reminder of title:	Will principals support them? /
other author:	Menlo, Allen.
Published:	Rotterdam :SensePublishers :2015.
Description:	xviii, 300 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	High school teachersCross-cultural studies.Attitudes
Online resource:	http://dx.doi.org/10.1007/978-94-6209-959-3
ISBN:	9789462099593 (electronic bk.)

Do teachers wish to be agents of change?Will principals support them? /
Do teachers wish to be agents of change?Will principals support them? /[electronic resource] :edited by Allen Menlo, LeVerne Collet. - Rotterdam :SensePublishers :2015. - xviii, 300 p. :ill., digital ;24 cm.

This study surveyed principals and teachers in ten countries to compare principal and teacher attitudes toward the involvement of teachers in several change and development responsibilities. The participating countries were: Australia, Canada, China, Hungary, Israel, Japan, Netherlands, Singapore, South Africa, and United States. Each country administered mirror versions of a questionnaire to samples of at least 50 principals and at least 100 teachers. The questionnaires listed twenty items describing change responsibilities in which teachers might become involved. For each item, both principals and teachers assigned two teacher involvement ratings: their personal preference, and their estimate of the preference of their role counterpart. These involvement ratings produced four dependent variables: Principal Preferences, Principal Estimates, Teacher Preferences, and Teacher Estimates. For each variable, item responses were clustered to form index sub-scores that measured attitudes toward five education domains: Administration and Coordination, Human Relations, Teacher Support, Classroom Learning, and Evaluation. Systematic planned comparisons were conducted to determine the most important principal-teacher issues within and between countries, and how issues change across index domains. Typical results indicate low awareness of each other's aspirations and expectations. The first and last chapters of this book discuss the potential of teacher leaders to become agents of change within their own schools. Several social-psychological competencies are then described for these teachers in their work.

ISBN: 9789462099593 (electronic bk.)

Standard No.: 10.1007/978-94-6209-959-3doiSubjects--Topical Terms:

719701
High school teachers
--Attitudes--Cross-cultural studies.

LC Class. No.: LB1777 / .D58 2015

Dewey Class. No.: 373.11

Do teachers wish to be agents of change?Will principals support them? /
LDR:02636nmm a2200313 a 4500 001 465777
003 DE-He213
005 20151130112706.0
006 m d
007 cr nn 008maaau
008 151222s2015 ne s 0 eng d
020 $a 9789462099593 (electronic bk.)
020 $a 9789462099579 (pbk.)
020 $a 9789462099586 (hbk.)
024 7 $a 10.1007/978-94-6209-959-3 $2 doi
035 $a 978-94-6209-959-3
040 $a GP $c GP
041 0 $a eng
050 4 $a LB1777 $b .D58 2015
072 7 $a JN $2 bicssc
072 7 $a EDU000000 $2 bisacsh
082 0 4 $a 373.11 $2 23
090 $a LB1777 $b .D631 2015
245 0 0 $a Do teachers wish to be agents of change? $h [electronic resource] : $b Will principals support them? / $c edited by Allen Menlo, LeVerne Collet.
260 $a Rotterdam : $b SensePublishers : $b Imprint: SensePublishers, $c 2015.
300 $a xviii, 300 p. : $b ill., digital ; $c 24 cm.
520 $a This study surveyed principals and teachers in ten countries to compare principal and teacher attitudes toward the involvement of teachers in several change and development responsibilities. The participating countries were: Australia, Canada, China, Hungary, Israel, Japan, Netherlands, Singapore, South Africa, and United States. Each country administered mirror versions of a questionnaire to samples of at least 50 principals and at least 100 teachers. The questionnaires listed twenty items describing change responsibilities in which teachers might become involved. For each item, both principals and teachers assigned two teacher involvement ratings: their personal preference, and their estimate of the preference of their role counterpart. These involvement ratings produced four dependent variables: Principal Preferences, Principal Estimates, Teacher Preferences, and Teacher Estimates. For each variable, item responses were clustered to form index sub-scores that measured attitudes toward five education domains: Administration and Coordination, Human Relations, Teacher Support, Classroom Learning, and Evaluation. Systematic planned comparisons were conducted to determine the most important principal-teacher issues within and between countries, and how issues change across index domains. Typical results indicate low awareness of each other's aspirations and expectations. The first and last chapters of this book discuss the potential of teacher leaders to become agents of change within their own schools. Several social-psychological competencies are then described for these teachers in their work.
650 0 $a High school teachers $x Attitudes $v Cross-cultural studies. $3 719701
650 0 $a High school principals $x Attitudes $v Cross-cultural studies. $3 719702
650 0 $a Educational change $v Handbooks, manuals, etc. $3 444505
650 1 4 $a Education. $3 177995
650 2 4 $a Education (general) $3 254004
700 1 $a Menlo, Allen. $3 719699
700 1 $a Collet, LeVerne. $3 719700
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer eBooks
856 4 0 $u http://dx.doi.org/10.1007/978-94-6209-959-3
950 $a Humanities, Social Sciences and Law (Springer-11648)