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Collective efficacy : how educators' beliefs impact student learning / Jenni Donohoo.
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Catalogue Record 18467
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Catalogue Record 18467
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Catalogue Record 18467
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Catalogue Record 18467
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Record Number
18467
ISBN
9781506356495
1506356494
Location
371.102 DON
Author
Donohoo, Jenni
(author.).
Title
Collective efficacy : how educators' beliefs impact student learning / Jenni Donohoo.
Published
Thousand Oaks, California Corwin, A SAGE Company, 2017.
Collation
xix, 130 pages ; 26 cm.
Content types
text
Carrier type
volume
General Note
Includes bibliographical references.
Bibliography Note
Includes bibliographical references and index.
Contents Note
Machine generated contents note: ch. 1 Collective Teacher Efficacy -- What Is Collective Teacher Efficacy? -- Why Is Collective Teacher Efficacy Important? -- Efficacy Shaping Information -- Four Sources of Efficacy -- Causal Attributions -- In Conclusion -- ch. 2 Consequences of Collective Teacher Efficacy -- Greater Effort and Persistence -- Willingness to Try New Approaches -- Conveying High Expectations -- Expectations and Efficacy -- Fostering Learner Autonomy -- Learner Autonomy and Efficacy -- Decreasing Disruptive Behavior -- Behavior and Efficacy -- Increased Commitment -- Commitment and Efficacy -- Enhanced Parental Involvement -- Parental Involvement and Efficacy -- In Conclusion -- ch. 3 Fostering Collective Teacher Efficacy -- Six Enabling Conditions for Collective Teacher Efficacy -- Advanced Teacher Influence -- Goal Consensus -- Teachers' Knowledge About One Another's Work -- Cohesive Staff -- Responsiveness of Leadership -- Effective Systems of Intervention --
Contents note continued: Fostering Collective Efficacy: A Theory of Action -- Four Successful Leadership Practices -- Creating Opportunities for Meaningful Collaboration -- Empowering Teachers -- Establishing Goals and High Expectations -- Helping Teams Interpret Results and Provide Feedback -- In Conclusion -- ch. 4 Enhancing Collective Efficacy Through Professional Learning -- Seven Characteristics of Effective Professional Learning -- Efficacy Enhancing Collaborative Learning Structures -- Teacher Networks -- Teacher Networks and Collective Efficacy -- Collaborative Teacher Inquiry -- Collaborative Teacher Inquiry and Collective Efficacy -- Peer Coaching -- Step 1 Co-Plan -- Step 2 Teach/Observe, Converse, and Document -- Step 3 Co-Analyze -- Step 4 Co-Reflect -- Peer Coaching and Collective Efficacy -- Efficacy Enhancing Protocols -- Team Success Analysis Protocol -- Observer as Learner Protocol -- Evidence Analysis Protocol -- Diversity Rounds Protocol --
Contents note continued: Developing a Shared Vision Protocol -- School Visits Protocol -- In Conclusion -- ch. 5 Leaders Utilize a Collaborative Inquiry Framework to Organize Actions -- Getting Started -- Stage 1 Plan -- Determining a Meaningful Focus -- Determining Collective Efficacy Beliefs -- Determining Enabling Conditions -- Developing an Inquiry Question -- Formulating a Leadership Theory of Action -- Stage 2 Act -- Leaders Implement Changes in Practice -- Teams Develop Shared Knowledge and Understandings -- Collecting Evidence -- Stage 3 Observe -- Teams Collectively Examine Resulting Outcomes and Consider Changes in Leadership Practice -- Examining Assumptions -- Stage 4 Assess -- Teams Determine Results From the Inquiry -- Drawing Conclusions and Documenting Learning -- Celebrating Efforts and Debriefing the Process -- In Conclusion -- Resources -- A.Template for Documenting Student Learning -- B.Team Success Analysis Protocol -- C.Observer as Learner Protocol --
Contents note continued: D.Evidence Analysis Protocol -- E.Diversity Rounds Protocol -- F.Developing a Shared Vision Protocol -- G.School Visits Protocol -- H.World Cafe Protocol -- I.Assignment Analysis Protocol -- J.The Enabling Conditions for Collective Teacher Efficacy Questionnaire -- K.Leadership Theory of Action -- L.Characteristics of Collaborative Leadership Inquiry Continuum.
Summary Note
Is your school climate promoting meaningful change? Recent research suggests that Collective Efficacy (CE) is the number one factor influencing student achievement. CE, the belief that, through collective actions, educators can influence student outcomes and improve student learning, is changing the educational ecosystem. A faculty with high CE show greater effort and persistence, willingness to try new teaching approaches, and attend more closely to struggling studentsâ needs. This book presents practical strategies and tools for increasing student achievement by sharing: Rationale and sources for establishing CE; Conditions and leadership practices for CE to flourish; and Professional learning structures/protocols that promote CE. If educatorsâ realities are filtered through the belief that they can do very little to influence student achievement, then it is likely these beliefs will manifest in their practice. Help teachers develop mastery and CE by employing these key strategies. [Publisher website]
Language Note
In English..
Subject
School improvement programs
Teacher effectiveness
Cooperative learning
Inquiry
Professional development
Self efficacy
Teacher beliefs
Teacher cooperation
Teacher education
Teacher influence
Teacher motivation
Teacher persistence
Added Name
Donohoo, Jenni
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