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Creating smarter schools through collaboration

Megan Tschannen‐Moran (The Ohio State University, Columbus, Ohio, USA)
Cynthia Uline (The Ohio State University, Columbus, Ohio, USA)
Anita Woolfolk Hoy (The Ohio State University, Columbus, Ohio, USA)
Timm Mackley (The Ohio State University, Columbus, Ohio, USA)

Journal of Educational Administration

ISSN: 0957-8234

Article publication date: 1 August 2000



Principles of cognitive psychology are considered, not primarily as they inform classroom practice, but as they inform school organization and administrative practice in schools. Theories of knowledge as distributed, social, situated, and based on prior beliefs and knowledge are applied to organizational learning within schools. Collaborative problem solving is explored as a means that schools might employ to become smarter. The study is situated within a Midwestern high school that is striving to improve itself. This school employs collaborative strategies to learn and adapt to changed expectations and circumstances. In the school examined, this collaboration is orchestrated through the creation of discourse communities among teachers and cognitive apprenticeships among teachers and administrators.



Tschannen‐Moran, M., Uline, C., Woolfolk Hoy, A. and Mackley, T. (2000), "Creating smarter schools through collaboration", Journal of Educational Administration, Vol. 38 No. 3, pp. 247-272.




Copyright © 2000, MCB UP Limited

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