Basics of qualitative research: Grounded theory procedures and techniques

Many teaching practices implicitly assume that conceptual knowledge can be abstracted from the situations in which it is learned and used. This article argues that this assumption inevitably limits the effectiveness of such practices. Drawing on recent research into cognition as it is manifest in everyday activity, the authors argue that knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used. They discuss how this view of knowledge affects our understanding of learning, and they note that conventional schooling too often ignores the influence of school culture on what is learned in school. As an alternative to conventional practices, they propose cognitive apprenticeship (Collins, Brown, & Newman, in press), which honors the situated nature of knowledge. They examine two examples of mathematics instruction that exhibit certain key features of this approach to teaching.

/pdf/situated-cognition-and-the-culture-of-learning-3pg6ch1r4f.pdf

Situated Cognition and the Culture of Learning

: Even today, many complex and important skills, such as those required for language use and social interaction, are learned informally through apprenticeshiplike methods -- i.e., methods involving not didactic teaching, but observation, coaching, and successive approximation while carrying out a variety of tasks and activities. The differences between formal schooling and apprenticeship methods are many, but for our purposes, one is most important. Perhaps as a by-product of the specialization of learning in schools, skills and knowledge taught in schools have become abstracted from their uses in the world. In apprenticeship learning, on the other hand, target skills are not only continually in use by skilled practitioners, but are instrumental to the accomplishment of meaningful tasks. Said differently, apprenticeship embeds the learning of skills and knowledge in the social and functional context of their use. This difference is not academic, but has serious implications for the nature of the knowledge that students acquire. This paper attempts to elucidate some of those implications through a proposal for the retooling of apprenticeship methods for the teaching and learning of cognitive skills. Specifically, we propose the development of a new cognitive apprenticeship to teach students the thinking and problem-solving skills involved in school subjects such as reading, writing and mathematics.

/pdf/cognitive-apprenticeship-teaching-the-craft-of-reading-1zjyzp2acg.pdf

Cognitive Apprenticeship: Teaching the Craft of Reading, Writing and Mathematics

International evidence suggests that educational reform’s progress
depends on teachers’ individual and collective capacity and its link with schoolwide
capacity for promoting pupils’ learning. Building capacity is therefore
critical. Capacity is a complex blend of motivation, skill, positive learning,
organisational conditions and culture, and infrastructure of support. Put together,
it gives individuals, groups, whole school communities and school systems the
power to get involved in and sustain learning over time. Developing professional
learning communities appears to hold considerable promise for capacity building
for sustainable improvement. As such, it has become a ‘hot topic’ in many
countries.

Professional Learning Communities: A Review of the Literature

Focusing on school leadership relations between principals and teachers, this study examines the potential of their active collaboration around instructional matters to enhance the quality of teaching and student performance. The analysis is grounded in two conceptions of leadership—transformational and instructional. The sample comprises 24 nationally selected restructured schools—8elementary, 8middle, and 8high schools. In keeping with the multilevel structure of the data, the primary analytic technique is hierarchical linear modeling (HLM). The study finds that transformational leadership is a necessary but insufficient condition for instructional leadership. When transformational and shared instructional leadership coexist in an integrated form of leadership, the influence on school performance, measured by the quality of its pedagogy and the achievement of its students, is substantial.

Principal leadership and school performance: An integration of transformational and instructional leadership

Part 1 The context for changing leadership: changing leadership - a menu of possibilities transformational leadership as a place to begin. Part 2 Transformational school leadership: transformational leadership at Central Ontario Secondary School setting directions - vision, goals and high expectations developing people - individualized support, intellectual stimulation and modelling redesigning the organization - culture, structure, policy and community relationships. Part 3 Beyond transformational leadership - broadening and deepening the approach: the problem-solving processes of transformational leaders fostering teacher leadership building teachers' commitment to change creating the conditions for growth in teachers' professional knowledge and skill leadership for organizational learning maintaining emotional balance conclusion - future schools and leader's values.

Changing leadership for changing times

https://onlinelibrary.wiley.com/doi/pdf/10.1207/s15516709cog0802_4

Teachability of reflective processes in written composition

Guided by a synthesis of theory on human motivation and evidence about teachers'moti- vation to implement school reform, this study aimed to better understand the responses of teachers and school administrators to government accountability initiatives and to assess the extent to which leadership practices had a bearing on those responses. Inter- view data from 48 teachers and 15 administrators in five secondary schools provided evi- dence for the study. Results help explain the largely negative motivations to implement government accountability policies and indicate differences in such motivation between teachers and school-level administrators. These results also imply that some forms of school leadership may serve as antidotes to negative teacher motivations when such motivations are caused by shortsighted and abrasive government implementation strategies.

School Leadership and Teachers' Motivation to Implement Accountability Policies

Changing Leadership for Changing Times (Changing Education Series)

Indicators of transformational leadership in the everyday problem solving of school administrators

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