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This ebook represents the fruits of the authors' collaborative motion learn venture among their collage and 5 volunteer colleges. It offers what was once discovered approximately developing a shared management process during which the contributors could have rather diverse ambitions and expectancies.
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Extra info for Collaborative Leadership and Shared Decision Making: Teachers, Principals, and University Professors
Elementary teachers noted more daily communication with colleagues, but many teachers in all schools noted a desire for more communication. . everybody's so busy. . a certain amount of time to sit down and discuss some areas which could meet a need at that point. We tend to go with the beginning and at the end, and there's a whole lot of that we could discuss in between. In three of the secondary schools, communication between teachers and administrators was reported to be infrequent, as was ongoing communication among teachers.
While knowledge growth is influenced by texts, lectures, and the media, learning occurs through dynamic interactions within a social and cultural milieu (Bakhtin, 1981; Fosnot, 1989; Vygotsky, 1962). All learning is filtered by an individual's construction based on prior learning; all constructions are affected in some way by current thoughts, feelings, and experiences. Educators, in this view, are less concerned with issues of flawless transmission and perfect reception. Instead they are concerned with helping individuals become aware of the knowledge they are continually constructing and with challenging that knowledge through discussions of alternative constructions.
They knew that we had collected baseline data. They assumed that we had positive reasons for doing so and for promoting the project in general. They were even somewhat tolerant of the ambiguity surrounding Time for Reflection. But neither the remaining school teams nor the university team knew exactly how to proceed. The university participants met throughout the summer to think through our own commitment to the schools. We agreed that we were adamant about not imposing any project on the schools, but that we needed to find a way to facilitate action within and among the leadership teams.