Table of contents
Mentoring for all: building knowledge and community
Suzanne Molitor, Lana Parker, Diane VetterAfter many years working with mentors for beginning teachers, both through a formal, Ministry-sponsored program, known in Ontario as the New Teacher Induction Program (NTIP) and…
Teachers’ intergenerational advice and information seeking: content matters!
Kendra Geeraerts, Jan Vanhoof, Piet Van den BosscheThe 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 how the…
The community school coordinator: leader and professional capital builder
Anne Marie FitzGerald, Sandra QuiñonesEmerging research demonstrates that the community school model holds promise for meeting the needs of families by improving academic and social-emotional outcomes for students and…
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-WardThe ever-increasing pressure for school improvement has led to a related increase in research-practice partnerships (RPPs) that address problems of practice. Yet, little research…
Teacher agency over curriculum and professional learning: lock-step
Andrew Wild, Jodie Galosy, Melissa Kagle, Nicole Gillespie, Jeff RozelleThe purpose of this paper is to describe how a group of International Baccalaureate (IB) Physics teachers exercise collective agency by initiating and facilitating their own…
Social capital, power, school-based decision making, and the teaching assignment process
Daina S. Lieberman, Jennifer K. ClaytonThe purpose of this paper is to investigate power and its influence on the teaching assignment process and school-based decision making.
ISSN:
2056-9548Online date, start – end:
2016Copyright Holder:
Emerald Publishing LimitedOpen Access:
hybridEditor:
- Martin Scanlan