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Book part
Publication date: 8 August 2005

Cynthia Young Buckley

This qualitative research study focused upon collaboration between regular and special education teachers in middle school inclusive social studies classrooms. Data sources…

Abstract

This qualitative research study focused upon collaboration between regular and special education teachers in middle school inclusive social studies classrooms. Data sources included interviews, observations and a review of Individualized Education Plans (IEPs). Two pairs of regular and special education teachers (high and low collaborators) were selected from three schools in different counties. Major findings included a description of the ways teachers formed and maintained their relationships, the role of administrators, and obstacles that needed to be overcome. Lack of time was identified as the greatest obstacle. IEPs were not found to be useful. Teacher use of accommodations and strategies tended to be global, rather than individualized. Perceptions of role were examined by teacher type.

Details

Cognition and Learning in Diverse Settings
Type: Book
ISBN: 978-1-84950-353-2

Book part
Publication date: 1 March 2012

Elena Belogolovsky and Anit Somech

The purpose of this research was to explore common conceptions about the underlying nature of teachers’ organizational citizenship behaviors (OCBs). Two studies were conducted to…

Abstract

The purpose of this research was to explore common conceptions about the underlying nature of teachers’ organizational citizenship behaviors (OCBs). Two studies were conducted to examine the dynamic and subjective nature of the boundary between teachers’ in-role and extra-role behavior. Study 1, based on a sample of 205 teachers from 30 elementary schools in Israel, examined this boundary between teachers’ in-role and extra-role behaviors through teachers’ career stages. Study 2, based on a survey of 29 principals, 245 teachers, and 345 parents from 30 elementary schools in Israel, investigated how different stakeholders in schools (principals, teachers, parents) conceptualized teachers’ in-role–extra-role boundary. Results from these two studies attest to its dynamic and subjective nature. Implications for research and practice are discussed.

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Discretionary Behavior and Performance in Educational Organizations: The Missing Link in Educational Leadership and Management
Type: Book
ISBN: 978-1-78052-643-0

Book part
Publication date: 5 June 2011

Kelli Steverson Ragle

The purpose of this nonexperimental research was to examine the perceptions of state-certified teachers regarding Library Media Specialists (LMS). Through collaboration and the…

Abstract

The purpose of this nonexperimental research was to examine the perceptions of state-certified teachers regarding Library Media Specialists (LMS). Through collaboration and the use of social constructivist learning theories, teachers at three high schools in Georgia were interviewed regarding the roles and responsibilities of LMS. The primary research question asked how the perceptions of teachers on the practices of the role of the school LMS differ from the way the teachers perceive these roles to be important at their high schools. The secondary research questions addressed the correlations between high school teachers' demographic information and both the importance of and the practice of the roles of the high school LMS. Quantitative data were collected through a survey developed by McCracken (2000). A paired sample t-test was used to compare the theoretical and practical scales in each category of the LMS roles, and a Spearman rank-ordered correlations test was used to compare the 13 descriptive variables to theoretical and practical scales. Teacher participants reported each of the roles of the LMS to be more important than what is actually being practiced in their school settings and that similar views existed on both the practice scale and the importance scale. Implications include community and educator awareness of the role of the school LMS, an increased educator awareness of the roles of a state-certified school LMS to compliment the high school curriculum, and an increased awareness for the need of a LMS in public schools.

Book part
Publication date: 1 March 2012

Jill Morgan and Betty Y. Ashbaker

This chapter examines the teacher's role as supervisor of support staff (Teaching Assistants (TAs) in the UK, school paraprofessionals in the US) – a role for which there is…

Abstract

This chapter examines the teacher's role as supervisor of support staff (Teaching Assistants (TAs) in the UK, school paraprofessionals in the US) – a role for which there is typically little administrative or infrastructural support. Working from a UK perspective, the chapter draws on research from the UK and the US to address questions pertinent to the education systems of all countries which employ paraprofessionals: What types of behaviours do conscientious teachers engage in to provide effective supervision to paraprofessionals? How do paraprofessionals view the supervisory behaviours of their supervising teachers? Given the important role of paraprofessionals, the high levels of expertise required by their assigned roles, and the uneven provision for their professional development, the chapter also makes recommendations for building the teacher's supervisory role into the infrastructure of schools, rather than relying on its emergence as a discretionary behaviour.

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Discretionary Behavior and Performance in Educational Organizations: The Missing Link in Educational Leadership and Management
Type: Book
ISBN: 978-1-78052-643-0

Book part
Publication date: 8 March 2017

Heidi M. Gansen

In this chapter, I focus on two methodological issues involved with conducting ethnographies of very young children; establishing a researcher role in preschool classrooms while…

Abstract

In this chapter, I focus on two methodological issues involved with conducting ethnographies of very young children; establishing a researcher role in preschool classrooms while simultaneously gaining access into children’s culture and the trust of adult gatekeepers involved (i.e., teachers). Drawing on my participant observation experiences in 10 preschool classrooms (over 470 hours and 19 months of observations), I challenge the use of the friend role (Fine & Sandstrom, 1988) and least-adult role (Mandell, 1988) in research with young children. I examine how teachers mediate the researcher’s role in participant observation of children in preschool classrooms demonstrating the importance of establishing a middle manager role between teachers and children when conducting participant observations. I also discuss strategies used to overcome adult’s mediation of the researcher’s role, and strategies for simultaneously gaining teachers and children’s rapport in participant observation research in ways that formulate positive relationships with adults and children. I demonstrate the importance of researcher reflexivity of children’s and adults’ assessments of researchers’ roles in the field, highlighting how researchers’ impacts on children are not dependent on the times they are present in the field. Instead, I show that children continue to critically assess researchers’ positionality and roles in the field, often times seeking the help of adults (i.e., parents and teachers), further stressing the need for researchers to negotiate an understanding of their roles with both adults and children prior to and while in the field.

Details

Researching Children and Youth: Methodological Issues, Strategies, and Innovations
Type: Book
ISBN: 978-1-78714-098-1

Keywords

Book part
Publication date: 30 September 2021

Heidi Flavian

Teachers are professionals accredited by society to educate the younger generation for their future. Therefore, their feelings of entitlement are based both on their sense of…

Abstract

Teachers are professionals accredited by society to educate the younger generation for their future. Therefore, their feelings of entitlement are based both on their sense of their role and their awareness of their students' successes. However, it is necessary to define the term teacher entitlement. Every teacher must feel entitled to teach, i.e., have the necessary disciplinary knowledge and pedagogical-didactic skills in order to feel confident enough to do so, but should never feel so entitled as to ignore that we now live in a dynamic world where approaches to education change much more rapidly and methodologies must adapt. Teachers who base their sense of entitlement on their past successes and refuse to adapt are seen as having excessive entitlement that harms their students' preparation for life as productive adults. Examining the complexity of teachers' roles through different eras of education and different periods of teachers' careers serves as the core of this chapter which examines teachers' justified and unjustified feelings of entitlement and their influence on their work, with particular focus on two issues that affect aspects of teacher entitlement: inclusion of students with special needs and the effects of cultural diversity on learning development.

Details

Understanding Excessive Teacher and Faculty Entitlement
Type: Book
ISBN: 978-1-80043-940-5

Keywords

Book part
Publication date: 7 December 2009

Pamela R. Hallam, Julie M. Hite, Steven J. Hite and Christopher B. Mugimu

The development and role of trust in school performance has been built primarily on educational research in the United States. The problem is that the resulting theory of trust…

Abstract

The development and role of trust in school performance has been built primarily on educational research in the United States. The problem is that the resulting theory of trust may not accurately reflect the development and role of trust in schools in other global contexts. Researchers broadly agree that the implications of trust dynamics filter into every segment of the school's organization. However, trust is often either oversimplified or made to seem overly complex, whereas reality is likely somewhere in the middle and depends largely on specific national and regional circumstances. The resulting problem for school administrators globally is a lack of role clarity regarding their leadership responsibilities related to trust and school performance.

Details

Educational Leadership: Global Contexts and International Comparisons
Type: Book
ISBN: 978-1-84950-645-8

Book part
Publication date: 19 November 2015

Christina M. Borders, Molly Herman, Kristi Probst and Molly Turner

General education and special education teachers may have limited experience working with students who are deaf/hard of hearing and be unaware of the professionals and specialist…

Abstract

General education and special education teachers may have limited experience working with students who are deaf/hard of hearing and be unaware of the professionals and specialist who may work with those students. When a student has a hearing loss, there are a variety of additional professionals with whom teachers must collaborate. The roles of these professionals may be different than those experienced by other educators. An understanding of the roles of these various professionals is important to ensuring the most appropriate service provision for students with hearing loss. This chapter will specifically discuss the roles of teachers of the deaf, interpreters, and audiologists as well as some other related service providers within the context of a fictional case scenario.

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Interdisciplinary Connections to Special Education: Key Related Professionals Involved
Type: Book
ISBN: 978-1-78441-663-8

Keywords

Book part
Publication date: 10 January 2007

Nick Hopwood

The roles that ethnographers adopt in their fieldwork are “perhaps the single most important determinant of what he [or she] will be able to learn” (McCall & Simmons, 1969, p. 29

Abstract

The roles that ethnographers adopt in their fieldwork are “perhaps the single most important determinant of what he [or she] will be able to learn” (McCall & Simmons, 1969, p. 29). My purpose in this paper is to demonstrate that these roles can be in a state of rapid flux, depending not only on who the researcher is interacting with, but also on a complex system of constantly changing settings for those interactions.

Details

Methodological Developments in Ethnography
Type: Book
ISBN: 978-1-84950-500-0

Book part
Publication date: 6 April 2018

Michael N. Cosenza

This chapter synthesizes Chapters 8–11, and discusses various definitions, structures, and cultures of teacher leadership. It also describes how the professional development…

Abstract

This chapter synthesizes Chapters 8–11, and discusses various definitions, structures, and cultures of teacher leadership. It also describes how the professional development school model supports various teacher leader roles, responsibilities, and initiatives, including liaisons-in-residence, professional learning communities, learning walks, co-teaching, and mentoring. Recognizing that even amidst rich and authentic examples, a common definition for teacher leadership still does not emerge, the chapter concludes on the note that by not declaring a one-size-fits-all definition of teacher leadership, the concept remains open to various potential leadership roles and responsibilities.

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