Teachers: Professional Partners In School Reform

Busching, Beverly A.; Rowls, Michael

doi:10.1080/01626620.1987.10519353

Cited by 6 publications

(3 citation statements)

References 7 publications

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“…Part of this effort should include three fundamental aspects for supervising teachers: information, clarification, and encouragement to engage in interaction with other teachers and students (Busching & Rowls, 1987). Part of this effort should include three fundamental aspects for supervising teachers: information, clarification, and encouragement to engage in interaction with other teachers and students (Busching & Rowls, 1987).…”

Section: Discussionmentioning

confidence: 99%

Enthusiasm vs. experience in mentoring: a comparison of turkish novice and experienced teachers in fulfilling supervisory roles

Kiraz

Yıldırım

2007

Asia Pacific Educ. Rev.

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Section: Discussionmentioning

confidence: 99%

Enthusiasm vs. experience in mentoring: a comparison of turkish novice and experienced teachers in fulfilling supervisory roles

Kiraz

Yıldırım

2007

Asia Pacific Educ. Rev.

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“…Following this school autonomy concept's Á typically German Á history of thought (Hö rner 1991;Helmer 1994;Dö bert/Geißler 1997;Munín 2001), an area of conflict between a pedagogical ethos and pedagogy institutionalised in schools emerges, based on origins in reformed pedagogy and derivation contexts in educational research; a pattern which does not seem to be observable in the Anglo-American discourse (Anderson, 1991;Busching & Rowls, 1986;Cox & Wood, 1980;Shulman, 1983). In the face of 'Social Efficiency', a concept of broad relevance early on in America gaining increasing influence subsequent to the late 19th century's Taylorism (Waldow, 2012), schools were imagined as autonomous economic entities and, in the educational research discourse as well as in the pedagogicalÁpsychological (Herzog, 2012) and the politicaladministrative discourse (cf.…”

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confidence: 99%

Metamorphoses of pedagogical autonomy in German school reforms: continuities, discontinuities and synchronicities illustrated by empirical studies on school development planning, school profiling and school inspection

Heinrich

2015

Nordic Journal of Studies in Educational Policy

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This contribution begins with an analytical differentiation of three different forms of autonomy that appear in the German educational research discourse. Based upon the Enlightenment's proposal of an autonomous subject as the ideal objective, the pedagogical interpretation of this concept postulates the idea of the autonomous nature of the child, which is discussed in contexts of reformed pedagogy. In the pedagogical process, which is considered to be a dialectic process within the medium of autonomy and heteronomy, the inevitable result of the autonomous nature of the child is the autonomy of the teacher. Teacher autonomy appears necessary in order to handle the dialectical nature of this process. This freedom of the teacher is itself tied to the manoeuvring room institutionally provided within a given educational system. As a consequence, the autonomy of the school as an institution becomes necessary. After presenting these three different forms of autonomy, the article will discuss their continuities, discontinuities and synchronicities against the background of Germany's various stages of educational reform in the last 40 years. This will be achieved through the means of brief insights into empirical studies on school planning development, school inspection and school profiling. Finally, the consequences of these different forms of relating to the question of autonomy for the discourse on school reform and school development are discussed.

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“…HE CONCEPT OF classroom teachers as researchers is not new, and authors have recently described classroom teachers in the role of researchers (Allen, Combs, Hendricks, Nash, & Wilson, 1988;Busching & Rowls, 1987;Copenhaver, Byrd, McIntyre, & Norris, 1982;Fischer, 1948Fischer, -1989McDaniel, 1988McDaniel, -1989 Reading/Language in Secondary Schools Subcommittee of IRA, 1989). Special education teachers often are interested in and well-suited for conducting classroom research, as they must deal daily with unique and challenging instructional problems.…”

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confidence: 99%

A Collaborative Research Effort Between Public School and University Faculty Members

Stevens

Slaton

Bunney

1992

Teacher Education and Special Education: The Journal of the Tea

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Collaboration has become an important concept at all levels of education (collaborative teaching, collaborative learning, collaborative research, etc). The theory underlying collaboration at most levels of education appears sound. However, it is not easy to define the specific activities that facilitate true collaboration. This article describes the specific step-by-step activities that make up a collaborative research effort between university and public school special education personnel. A research group, its members, and their activities are described in a manner that may serve to facilitate such an effort among other professionals wishing and/or needing to conduct applied educational research.Arts, 65 (8), 754-764.

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Teachers: Professional Partners In School Reform

Cited by 6 publications

References 7 publications

Enthusiasm vs. experience in mentoring: a comparison of turkish novice and experienced teachers in fulfilling supervisory roles

Enthusiasm vs. experience in mentoring: a comparison of turkish novice and experienced teachers in fulfilling supervisory roles

Metamorphoses of pedagogical autonomy in German school reforms: continuities, discontinuities and synchronicities illustrated by empirical studies on school development planning, school profiling and school inspection

A Collaborative Research Effort Between Public School and University Faculty Members

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