Conflict Amid Community: The Micropolitics of Teacher Collaboration.

By B. Achinstein. 2002

542 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/11edecdaf4dcf9bd4d0e2107414e49f14b17a97a

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Citations in the corpus

The lucid loneliness of the gatekeeper: exploring the emotional dimension in principals’ work lives (2011, background): “…documented the deeply felt need by teachers to feel part of a whole, to experience a sense of belonging (even without it necessarily implying intense forms of collaboration or active collegiality) (see, for example, Nias, 1989; Clement & Vandenberghe, 2000; Achinstein, 2002; Kelchtermans, 2006).”
Collaboration and Teacher Development: Unpacking Resistance, Constructing Knowledge, and Navigating Identities. (2010, background): “opposition, confrontation, or conflict might involve teachers' attempts to claim or recover a sense of agency and capability (Achinstein, 2002; Hargreaves, 1994; Zell ermayer, 2001) typically questioned by the very nature of traditional approaches to professional development (Richardson, 2003).”
The Practical Relevance of Accountability Systems for School Improvement: A Descriptive Analysis of California Schools (2007, background): “Cohesive collegiality around common sentiments or purposes and a learning orientation that maintains continuous openness may in some faculties go hand in hand and in others conflict with each other (Achinstein, 2002; Little, 1982; McLaughlin & Talbert, 2001).”
EFL teacher self-efficacy development in professional learning communities (2017, background): “…collaborative practices can create opportunities for them to establish networks of relationships through which they reflect on and share their practice, revisit their beliefs about teaching and learning, and co-construct knowledge (Achinstein, 2002; Chan& Pang, 2006; Clement & Vandenberghe, 2000).”
A classroom data literacy intervention for pre-service teachers (2015, background): “At the same time, there is evidence that teacher collaboration is difficult to promote in general and in terms of data use in particular (Achinstein, 2002; Wayman & Jimerson, 2013).”
Ambitious Pedagogy by Novice Teachers: Who Benefits from Tool-Supported Collaborative Inquiry into Practice and Why? (2011, methodology): “Through the design of the protocol tool, we intended for CFG members to engage in discussions marked by “constructive controversy” (Achinstein, 2002), pressing each other to unpack assumptions about what was represented in the student work, clarify terms, and defend stances about teaching.”
Closing the Knowledge Gap on Effective Professional Development. (2009, background): “Recent investigations further reveal that collaborative efforts sometimes run headlong into significant conflicts over professional beliefs and practices—conflicts that can impede progress (Achinstein 2002).”
Interaction in teacher communities: Three forms teachers use to express contrasting ideas in video clubs (2015, background): “In schools, openness toward conflict, questioning, and change encourages groups to engagewith major philosophical and organizational issues that need to be 1 Note that ‘preferred’ is used in a technical sense, explained in greater depth in Section 3.2. addressed (Achinstein, 2002).”