Teacher Leadership

Paper Summary:

The paper discusses the history of teacher leadership in American schools from colonial America to the present. It incorporates an overview of any studies conducted of teacher leadership and teaching styles, inclusive of those utilized in colonial times through the present, and reflects changes occurring in teacher leadership during the last several decades.

Outline:
Background to Teacher Leadership
Early Teacher Leadership
Teacher Leadership Developments
The Modern Classroom
Summary of Literature

From the Paper:

"Historically, during colonial times in particular, teacher leadership was viewed much like one would view any trade or craftsmanship; that is it required full engagement with principles that should direct a trained leader to effect positive changes in students through lecture, group discourse and intuitive thinking (Campbell, et al, 2000; Likert, 1961). Many feel that in early times including during colonial times teaching was viewed more as intuitive, whereas in modern times teaching and teacher leadership has become more scientific and analytical in nature, with teachers adopting multiple models or paradigms of instruction for institutional success."

Sample of Sources Used:

• Atkinson, R.C. & Shiffrin, R.M. (1968). "Human memory: A proposed system and its control processes." In, Spence, K. & Spence, J. (Eds), Advances in the Psychology of Learning and Motivation, 2(1): New York: Academic Press.
• Bailey, A.J. (1986). Policy making in schools: Creating a sense of educational purpose. University of Sussex, Mimeo.
• Balshaw, M. (1991). Help in the classroom. London: David Fulton Publishers.
• Campbell, J., Kyriakides, L., Mujis, D. & Robinson, W. (2004). Assessing teacher effectiveness: Developing a differentiated model. New York: Routledge Falmer.
• Field, K., Holden, P. & Lawlor, H. (2000). Effective subject leadership. London: Routledge.

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