Profound Improvement: Building Capacity for a Learning Community
By F. Ming. 2001
271 citations recorded by the source corpus.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/5259f4521b6dbd4971e26d56e4c08bc8dbd86146
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Peter J. C. Sleegers
- N. Moolenaar
- David Pedder *
- David Mark Gurr
- Lawrie Drysdale
- F. Oort
- T. Peetsma
- Erik E. J. Thoonen
Citations in the corpus
- Toward Conceptual Clarity (2013, methodology): “Although the different capacities can be distinguished conceptually and empirically at both the teacher and school levels, they are strongly interrelated, thereby substantiating assumptions in the PLC literature (Mitchell & Sackney, 2000; Stoll et al, 2006).”
- Building school-wide capacity for improvement: the role of leadership, school organizational conditions, and teacher factors (2012, unknown): “…learning organization, and professional communities (Hopkins, 2001; Leithwood, Aitken, & Jantzi, 2001; Leithwood, Jantzi, & Steinbach, 1999; Leithwood & Louis, 1998; Louis, Marks, & Kruse, 1996; Marks, Louis, & Printy, 2000; Mitchell & Sackney, 2000; Sleegers et al., 2002; Toole & Louis, 2002).”
- Models of successful principal leadership (2006, background): “Several writers identify capacity building as a significant factor in influencing school improvement (Hopkins & Harris, 2000; Hopkins, 2001; King & Newmann, 2001; Mitchell & Sackney, 2001; Stoll et al ., 2003).”
- How to Improve Teaching Practices (2011, background): “…with these changes and demands, res earchers have started to examine the impact of professional communities on teacher learning and sustained improvement (Hord, 1997; Mitchell & Sackney, 2000; Sleegers, Bolhuis, & Geijsel, 2005; Stoll, Bolam, McMahon, Wallace, & Thomas, 2006; Toole & Louis, 2002).”
- How teachers value and practise professional learning (2005, background): “…critical colleagueship (Lord, 1994), collegiality (Little, 1986, 1988; Lieberman, 1988; Hargreaves, 1994; Lord, 1994), trust, care and affirmation (Mitchell & Sackney, 2000) were important features of school cultures in which teachers experience support in developing and sustaining collaborative…”