Journal of Professional Capital and Community: Volume 3 Issue 4


Table of contents

Mentoring for all: building knowledge and community

Suzanne Molitor, Lana Parker, Diane Vetter

After many years working with mentors for beginning teachers, both through a formal, Ministry-sponsored program, known in Ontario as the New Teacher Induction Program…

Teachers’ intergenerational advice and information seeking: content matters!

Kendra Geeraerts, Jan Vanhoof, Piet Van den Bossche

The purpose of this paper is to investigate the role of generation in teachers’ advice and information-seeking interactions in Flemish secondary school teams, and moreover…

The community school coordinator: leader and professional capital builder

Anne Marie FitzGerald, Sandra Quiñones

Emerging research demonstrates that the community school model holds promise for meeting the needs of families by improving academic and social-emotional outcomes for…

Developing social capital for collaboration in a research-practice partnership

Hans W. Klar, Kristin Shawn Huggins, Frederick C. Buskey, Julie K. Desmangles, Robin J. Phelps-Ward

The ever-increasing pressure for school improvement has led to a related increase in research-practice partnerships (RPPs) that address problems of practice. Yet, little…

Teacher agency over curriculum and professional learning: lock-step

Andrew Wild, Jodie Galosy, Melissa Kagle, Nicole Gillespie, Jeff Rozelle

The purpose of this paper is to describe how a group of International Baccalaureate (IB) Physics teachers exercise collective agency by initiating and facilitating their…

Social capital, power, school-based decision making, and the teaching assignment process

Daina S. Lieberman, Jennifer K. Clayton

The purpose of this paper is to investigate power and its influence on the teaching assignment process and school-based decision making.

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  • Martin Scanlan