Learning from success as leverage for school learning: lessons from a national programme in Israel

Schechter, Chen; Sykes, Israel; Rosenfeld, Jona M.

doi:10.1080/13603120701576274

Cited by 34 publications

(51 citation statements)

References 12 publications

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“…This, too, can make the process of doubting ongoing practices difficult. Failure avoidance norms, risk aversion, denial of bad news, and retrospective revision of negative past organizational actions, to mention only a few, are common responses in a culture where failure is neither tolerated nor easily admitted (Schechter et al, 2008). In the team context, team members are generally self-protective rather than eager to search for new alternatives.…”

Section: Doubting Process Over Team Development Cyclementioning

confidence: 99%

Teamwork doubting and doubting teamwork

Benoliel

Schechter

2018

Improving Schools

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Teams of teachers and administrators have become more and more common as a framework for improving responsiveness to the ever more dynamic educational environment. Although teamwork is often expected to broaden the team’s collective knowledge base, consequently improving team effectiveness, research shows that this potential effectiveness is not always reached. The article seeks to explore the concept of collective doubting – the inquiry into routine and habitual perceptions and assumptions – and its importance to the teamwork processes, a topic that has been vastly under-investigated in the educational context. Specifically, we propose that collective doubting in the teamwork process has a dynamic nature, and that the doubting process should be carefully considered in the context of different stages in team development. Our goal is to increase both theoretical and practical knowledge about the process of collective doubt in such a way as to facilitate team effectiveness. We further seek to delineate the internal and external activities in which principals can engage to promote a constructive doubting process in the team context. Implications for principals, as well as for further avenues of research, are suggested.

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Section: Doubting Process Over Team Development Cyclementioning

confidence: 99%

Teamwork doubting and doubting teamwork

Benoliel

Schechter

2018

Improving Schools

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“…Whereas collaborative learning processes in schools have generally been associated with problem detecting and solving (e.g., Ackerman & Maslin-Ostrowski, 2002;King, 2002;Leithwood & Steinback, 1994;Perez & Uline, 2003;Supovitz, 2002), an alternative, complementary strategy for fostering professional interactions among school members is through collective learning from success (CLFS). CLFS focuses on the shift from selective inattention, where successful practices remain unexplored by professionals, to selective attention, where deliberate and conscious focus is directed toward successful practices to uncover the tacit wisdom that makes such successes possible (Schechter, Sykes, & Rosenfeld, 2008).…”

Section: -Israeli High School Teachermentioning

confidence: 99%

Toward Collective Learning in Schools: Exploring U.S. and Israeli Teachers’ Perceptions of Collective Learning from Success

Schechter

2015

International Journal of Educational Reform

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Whereas collective learning has mostly been centered on detecting and solving problems and overcoming failures, this study explores U.S. and Israeli teachers’ perceptions of the determinants of collective learning from faculty members’ successful practices. Data were collected via face-to-face interviews with 35 U.S. and 61 Israeli elementary, middle, and high school teachers. Data analysis revealed the following determinants of collective learning from successes: the management role, differing definitions of success, disciplinary division, and the learning culture. Implications for generating collective learning in schools, as well as future possible research avenues, are discussed.

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“…It seems that the drop in use of avoidant coping strategies among students in the 2 nd year may be explained by the attempt to repeat success. Students who experienced academic success after participating in the marathons in their first year requested to participate again in their second year (Greenberg, 2013;Schechter, Sykes, & Rosenfeld, 2008).…”

Section: Study Ofmentioning

confidence: 99%

Effect of Short-Term Intervention Program on Academic Self-Efficacy in Higher Education

Walter

Shenaar-Golan²,

Greenberg³

2015

PSYCH

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The current study examines the academic self-efficacy of students at risk for attrition in higher education in the north of Israel. The students participated in the STIC (Short-Term Intensive discipline Courses) program also called "learning marathons", offered in their compulsory subjects in preparation for final exams. The study examined the conditions required for success with academic tasks according to the following variables: academic self-efficacy, emotional intelligence abilities, and coping with stress. The research population included 132 students whose admissions scores ranged between −10% to +10% from the minimum score required by the Departments of Science and of Humanities and Social Sciences. Research instruments included four questionnaires: Academic self-efficacy questionnaire, self-reporting emotional intelligence questionnaire, stress appraisal coping questionnaire, and demographic questionnaire. A correlation matrix was created for the difference between the data before and after participation in STIC. The results indicate that short-term intensive support learning that is carried out in small groups and taught by experienced teachers significantly reduces student attrition rates. Moreover, the courses promoted the development of emotional intelligence, enhanced the sense of academic self-efficacy, and advanced the use of coping strategies among students.

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Learning from success as leverage for school learning: lessons from a national programme in Israel

Cited by 34 publications

References 12 publications

Teamwork doubting and doubting teamwork

Teamwork doubting and doubting teamwork

Toward Collective Learning in Schools: Exploring U.S. and Israeli Teachers’ Perceptions of Collective Learning from Success

Effect of Short-Term Intervention Program on Academic Self-Efficacy in Higher Education

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