Collaboration in high schools
Subtitle: understanding cultures and overcoming barriers.
Published: 2004
Language: eng
Number of pages: 241
Subjects: High school teachers -- Ontario.; High school teachers -- Ontario -- Attitudes.; High school environment -- Ontario.; Educational change -- Ontario.; School management and organization -- Ontario.
Description: This doctoral study's aim was to examine the development of teacher collaboration in two high schools that were striving to become professional learning communities. Pounder (1998) identified five dilemmas which constrain collaboration. These provided a framework for understanding the barriers to collaboration. They were: the need for change vs. the need for predictability; resource gains vs resource costs; professional interdependence vs. autonomy and discretion; balanced involvement vs. over-contro/under-involvement; and shared influence vs. the need to be accountable. The study was conducted during a time of intensive curriculum change and labour disruption which inhibited the staff's ability to formally work together. The findings illustrate how school-wide and department cultures are affected by teacher sanctions and curriculum pressures. In one school where teachers enjoyed strong staff supported relationships and a student-centred focus, collaboration persisted. In the other school where these conditions did not exist, the pressures of curriculum change and union sanctions inhibited teacher collaboration.
Notes: Adviser: James Ryan.

Thesis (Ed.D.)--University of Toronto, 2004.

Electronic version licensed for access by U. of T. users.

Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1606.