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| collective efficacy in education: Collective Efficacy Jenni Donohoo, 2016-10-21 Improve student outcomes with collective teacher efficacy. If educators’ realities are filtered through the belief that they can do very little to influence student achievement, then it is likely these beliefs will manifest in their practice. The solution? Collective efficacy (CE)—the belief that, through collective actions, educators can influence student outcomes and increase achievement. Educators with high efficacy show greater effort and persistence, willingness to try new teaching approaches, and attend more closely to struggling students’ needs. This book presents practical strategies and tools for increasing student achievement by sharing: Rationale and sources for establishing CE Conditions and leadership practices for CE to flourish Professional learning structures/protocols |
| collective efficacy in education: Leading Collective Efficacy Stefani Arzonetti Hite, Jenni Donohoo, 2020-11-08 Inspiration and Guidance to Develop Collective Teacher Efficacy Collective efficacy, or a shared belief that through collective action educators can positively influence student outcomes, has remained at the top of a list of influences on student achievement in John Hattie’s Visible Learning research. Collective efficacy has been embodied by many educators, though collaboration tends to be focused on building community and relationships, which alone are not enough to move the needle on student achievement. This book contains stories of collective efficacy in schools where it has been actualized in practice, and includes: • Real-world case studies of teams who have fostered and sustained collective efficacy • Practical guidance for building collective efficacy through professional learning designs • Tools that can be adapted for specific needs or local contexts Through these accounts, readers will gain a better understanding of ways to capitalize on the reciprocal relationship between student achievement and collective efficacy by having a clear understanding of what collective efficacy looks like and how it can be accomplished. |
| collective efficacy in education: Collective Student Efficacy John Hattie, Douglas Fisher, Nancy Frey, Shirley Clarke, 2021 In 2016 John Hattie's number one effect size from 200 influences on learning was revealed as collective teacher efficacy: teachers with the belief that they can improve their students' achievement. This book is based on our thoughts that this powerful belief could also exist between students, enhancing their achievements but also preparing them for real world encounters and job demands. Not just skills of collaboration but, essentially, the confidence to know that they can pursue ambitious goals together. The main barrier we face is the lack of research, apart from one study, about collective student efficacy. We see this book as a platform for setting the scene for research to be carried out, by establishing what appear to be the main factors influencing students' collective belief in their ability to succeed, either as a pair, group, team or individually. Another issue, perhaps the reason for the lack of research, is the difficulty involved in deciding whether students actually have the belief that they can collectively succeed or whether they are simply carrying out the teacher's wishes for the task in hand. In asking teachers to experiment with this topic, we have emphasized the need to find ways of determining how far this belief exists, and how this manifests itself-- |
| collective efficacy in education: Visible Learning John Hattie, 2008-11-19 This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools. |
| collective efficacy in education: The Teacher Credibility and Collective Efficacy Playbook, Grades K-12 Douglas Fisher, Nancy Frey, Dominique Smith, 2020-03-18 Explore the powerful synergy between your credibility with students and your collective efficacy as a member of a team. What’s the connection between teacher credibility and collective efficacy in schools? Highly credible teachers can’t reach their full potential without engagement in a collective of other teachers. And collective efficacy is difficult to achieve when teachers are not credible with their students. The Teacher Credibility and Collective Efficacy Playbook illuminates the connection between teacher credibility and collective efficacy and offers actions educators can take to improve both. When you increase your credibility with students, student motivation rises. And when you have evidence of your ability to impact student learning, and partner with other teachers to achieve this, your students learn more. A one-stop resource for educators intent on improving teacher practice, this powerful guide includes: - Specific actions teachers can take to become more trustworthy, competent, dynamic, and responsive in the eyes of students, and more confident impacting learning as a member of a team - Coaching videos from the authors that outline key concepts, share thinking and experiences, and challenge teachers to take steps to build credibility and collective efficacy - Tools for teams to use to polish their collective effectiveness through better communication and problem-solving - Reflective writing prompts, pause and ponder tasks, self-assessments, and data collection tools that help teachers grow professionally Jumpstart learning and achievement in your classroom and school by increasing your credibility with students and the collective efficacy of the team of educators at your school. |
| collective efficacy in education: Collective Leader Efficacy Peter M. DeWitt, 2021-09-16 Not just another book on leadership teams For school teams to succeed, they need leadership, independence, meaningful collaboration, and a shared conviction that they have real power to enact actual change. Educators know this, but they often lack an inquiry process that creates a community of learning leaders that is capable of deep collective impact on student learning and wellbeing. In this research-based, hands-on guidebook, school leadership coach Peter DeWitt introduces eight key drivers to integrating teacher and leader efficacy (mindset, well-being, context beliefs, working conditions, professional learning, organizational commitment, skills, and confidence) and harnesses it with a process to help you focus on the nuances of instruction and teaming to develop powerful collective leader efficacy. Readers will find: Activities and strategies designed to build collective efficacy in instructional teams and foster leadership and interdependence among teachers Theories of action to focus team efforts and how to create your own Tools, reflection prompts, and guiding questions to help you define your desired outcomes and the steps necessary to get there With this book and the research within it, your instructional leadership team will develop a learner’s mindset, a collective commitment to improvement, and a shared process for inquiry and continual growth so you can nurture greater impact together. |
| collective efficacy in education: Visible Learning for Teachers John Hattie, 2012-03-15 In November 2008, John Hattie’s ground-breaking book Visible Learning synthesised the results of more than fifteen years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning. Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step-by-step guidance to the successful implementation of visible learning and visible teaching in the classroom. This book: links the biggest ever research project on teaching strategies to practical classroom implementation champions both teacher and student perspectives and contains step by step guidance including lesson preparation, interpreting learning and feedback during the lesson and post lesson follow up offers checklists, exercises, case studies and best practice scenarios to assist in raising achievement includes whole school checklists and advice for school leaders on facilitating visible learning in their institution now includes additional meta-analyses bringing the total cited within the research to over 900 comprehensively covers numerous areas of learning activity including pupil motivation, curriculum, meta-cognitive strategies, behaviour, teaching strategies, and classroom management Visible Learning for Teachers is a must read for any student or teacher who wants an evidence based answer to the question; ‘how do we maximise achievement in our schools?’ |
| collective efficacy in education: School Climate Peter M. DeWitt, 2017-07-24 Build a positive school climate to impact students, teachers, and the community! Is improving school climate on your to-do list? Do you think about it as a top-down directive or as a dialogue to build equity within the school? A healthy school environment should never be seen as an option, but instead supported as a must-have. Peter DeWitt offers leaders practical high impact strategies to improve school climate, deepen involvement in student learning, and engage a broader family network. In addition to international vignettes focused on community stakeholders and research-based practices, this book features tools such as: • A leadership growth cycle to help leaders build their self-efficacy • A teacher observation cycle centered on building collective efficacy • An early warning system to identify potential at-risk students • Action steps following each chapter to apply to your own setting • Discussion questions for use in team environments Establishing a supportive and inclusive school climate where professionals can take risks to improve the lives of students is vital to maximize learning in any school community. This is a fabulous book by a renowned expert in the field of leadership. Peter DeWitt explains the complex and credible in a way that is thought-provoking, challenging and inspiring. I love how he gives insights in what successful collaborative leadership is and shows how we can all build our skills and mindset for leading towards collective efficacy. —James Nottingham, Challenging Learning author and creator of #TheLearningPit JN Partnership LTD, Northumberland, United Kingdom |
| collective efficacy in education: Collective Efficacy Anthony H. Normore, Nancy Erbe, 2013-11-26 The impetus of this book builds on the collective synergy of international and interdisciplinary authors with focus on leadership development and growth. Although professional disciplines are closely interconnected, there's often a tendency to work in silos and isolation. Diverse authors share a wealth of knowledge, research, and pragmatism that ca |
| collective efficacy in education: Self-Efficacy in Changing Societies Albert Bandura, 1997-05-13 The volume addresses important issues of human adaptation and change. |
| collective efficacy in education: Teaching Literacy in the Twenty-First Century Classroom Tiffany L. Gallagher, Katia Ciampa, 2020-07-02 This book discusses current issues in literacy teacher education and illuminates the complexity of supporting self-efficacious educators to teach language and literacy in the twenty-first century classroom. In three sections, chapter authors first detail how teacher education programs can be revamped to include content and methods to inspire self-efficacy in pre-service teachers, then reimagine how teacher candidates can be set up for success toward obtaining this. The final section encourages readers to ruminate on the interplay among teacher candidates as they transition into practice and work to have both self- and collective- efficacy. |
| collective efficacy in education: Asia-Pacific Perspectives on Teacher Self-Efficacy Susanne Garvis, Donna Pendergast, 2016-07-15 In this book the editors have been able to provide a snapshot of current research being undertaken in the Asia-Pacific region in regards to teacher self-efficacy beliefs. This includes specific focuses on inclusive teaching, professionalism, subject domains, collective efficacy as well as specific contexts of early childhood education and care, primary schools education, special needs schools and teacher education. This allows the reader to begin to develop an understanding about the complexity of teacher self-efficacy as well as the development and relationship between self-efficacy and other theoretical constructs and concepts. The book begins with an overall summary of research in the Asia-Pacific region before moving to a specific focus on research in different countries. All of the chapters also provide hope to the reader about the possibilities of understanding and supporting teachers and schools beliefs to enhance teacher behaviour. Through the implementation of teacher self-efficacy beliefs into educational contexts, teacher education programmes and professional development programmes, there is strong hope that the outcomes of education systems in supporting all students in their learning can be achieved. By allowing teachers to develop their own sources of efficacy and supporting these through all stages of career development, all children can be supported in their own learning. |
| collective efficacy in education: Collective Efficacy in a PLC at Work Matt Navo, Jared Jack Savage, 2021 In Collective Efficacy in a PLC: Lessons, Paradoxes, and Research From a Turnaround District, authors Matt Navo and Jared Jack Savage explore the strategies and change initiatives that transformed Sanger Unified School District from one of the lowest-performing school districts in the state of California to one of the top-performing districts. Throughout the book, the authors explain the importance of collective team efficacy and the professional learning community (PLC) process in transforming teams districtwide. The book provides valuable, in-depth insight into the real-world lessons Sanger educators learned as well as the challenges they experienced. By reviewing research from experts and the authors' own experiences, K-12 educators will gain the practices and tools necessary to implement effective change in their own schools and districts-- |
| collective efficacy in education: Quality Implementation Jenni Donohoo, Steven Katz, 2019-06-12 Harness the power of collective efficacy to achieve quality implementation! Designed to overcome the biggest barriers to quality implementation and, thus, school improvement and student achievement, this book unpacks the powerful force of collective efficacy. The authors examine how this shared belief that the combined efforts of faculty members can positively influence student outcomes, is instrumental to establishing evidence-based practices for lasting change. In addition to a helpful conceptual framework to visualize key components, readers will discover: • Ways to create environments that tap into mastery as the number one source of collective efficacy • Methods to strengthen vicarious experiences through observational learning • Examination of social persuasion and affective states as additional sources of collective efficacy |
| collective efficacy in education: Characteristics of Stayers, Movers, and Leavers Sharon A. Bobbitt, 1994 In this report, tabulations on the characteristics of movers, leavers, and stayers present data from the 1991-92 Teacher Followup Survey (TFS), a followup of a sample of public and private school teachers who responded to the 1990-91 Schools and Staffing Survey (SASS). Data include characteristics of teachers who left the profession between the school years 1990-91 and 1991-92 (leavers), teachers who changed schools (movers), and teachers who stayed at the same school (stayers). The attrition rate from the teaching profession between the school years 1990-91 and 1991-92 was 5.1% in public schools and 12.3% in private schools, rates that do not differ from attrition rates between the years 1987-88 and 1988-89. Teacher attrition did not vary by field but varied by age, with the rates in the under-30 age category 7.5% and 18.9% for public and private school teachers, respectively. Teachers who stayed in the same schools generally felt that higher salaries or better fringe benefits would be the most effective step in encouraging teachers to remain in teaching. Fifteen tables present survey findings and three appendixes contain 15 standard error tables and the followup questionnaires for current and former teachers. (SLD) |
| collective efficacy in education: Exploring Language Teacher Efficacy in Japan Gene Thompson, 2020-05-14 This book examines language teacher efficacy beliefs, focusing on the individual and collective beliefs of Japanese high school teachers. It discusses personal and collective dimensions of language teacher efficacy related to personal second language (L2) capability, instructional L2 efficacy and collective capability towards collaboration. The book provides a detailed discussion about the ways in which these beliefs develop and situates the findings within the wider field of teacher efficacy research. It helps further understanding of factors that may influence teacher self-efficacy and suggests new directions for research to explore in future studies. It will appeal to postgraduates and researchers with an interest in language teacher cognition, the psychology of language teaching and those in the wider fields of self-efficacy, teacher efficacy and teacher agency. It is also of use to those with an interest in the high school English education system in Japan, as well as researchers investigating similar contexts. |
| collective efficacy in education: Professional Capital Andy Hargreaves, Michael Fullan, 2015-04-24 The future of learning depends absolutely on the future of teaching. In this latest and most important collaboration, Andy Hargreaves and Michael Fullan show how the quality of teaching is captured in a compelling new idea: the professional capital of every teacher working together in every school. Speaking out against policies that result in a teaching force that is inexperienced, inexpensive, and exhausted in short order, these two world authorities--who know teaching and leadership inside out--set out a groundbreaking new agenda to transform the future of teaching and public education. Ideas-driven, evidence-based, and strategically powerful, Professional Capital combats the tired arguments and stereotypes of teachers and teaching and shows us how to change them by demanding more of the teaching profession and more from the systems that support it. This is a book that no one connected with schools can afford to ignore. This book features: (1) a powerful and practical solution to what ails American schools; (2) Action guidelines for all groups--individual teachers, administrators, schools and districts, state and federal leaders; (3) a next-generation update of core themes from the authors' bestselling book, What's Worth Fighting for in Your School? [This book was co-published with the Ontario Principals' Council.]. |
| collective efficacy in education: The Leader in Me Stephen R. Covey, 2012-12-11 Children in today's world are inundated with information about who to be, what to do and how to live. But what if there was a way to teach children how to manage priorities, focus on goals and be a positive influence on the world around them? The Leader in Meis that programme. It's based on a hugely successful initiative carried out at the A.B. Combs Elementary School in North Carolina. To hear the parents of A. B Combs talk about the school is to be amazed. In 1999, the school debuted a programme that taught The 7 Habits of Highly Effective Peopleto a pilot group of students. The parents reported an incredible change in their children, who blossomed under the programme. By the end of the following year the average end-of-grade scores had leapt from 84 to 94. This book will launch the message onto a much larger platform. Stephen R. Covey takes the 7 Habits, that have already changed the lives of millions of people, and shows how children can use them as they develop. Those habits -- be proactive, begin with the end in mind, put first things first, think win-win, seek to understand and then to be understood, synergize, and sharpen the saw -- are critical skills to learn at a young age and bring incredible results, proving that it's never too early to teach someone how to live well. |
| collective efficacy in education: The Factors Effecting Student Achievement Engin Karadağ, 2017-05-14 This book focuses on the effect of psychological, social and demographic variables on student achievement and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret student achievement literature and suggests new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the authors compile various studies examining the relationship between student achievement and 21 psychological, social and demographic variables separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies. |
| collective efficacy in education: Collaborative Professionalism Andy Hargreaves, Michael T. O'Connor, 2018-05-09 Ensure Conversations About Collaboration Get Results. This book lays out the theory and practice of Collaborative Professionalism. Through five international case studies, the authors distinguish Collaborative Professionalism from professional collaboration by highlighting intentional collaborative designs and providing concrete examples for how to be more purposeful with collaboration. Additionally, the book makes Collaborative Professionalism accessible to all educators through clear take-aways including: Ten core tenets, including Collective Efficacy, Collaborative Inquiry, and Collaborating With Students. Graphics indicating how educators can move from mere professional collaboration to the deep and transformative work of Collaborative Professionalism. Analysis of which collaborative practices educators should start doing, keep doing, and stop doing Collaboration can be one of your most powerful educational tools when used correctly, and turned into action. This book shows you how. |
| collective efficacy in education: Assessment for Teaching Patrick Griffin, 2017-10-18 Grounded in contemporary, evidence-based research, Assessment for Teaching provides a comprehensive introduction to assessment and teaching in school settings. |
| collective efficacy in education: Visible Learning and the Science of How We Learn John Hattie, Gregory C. R. Yates, 2013-10-08 On publication in 2009 John Hattie’s Visible Learning presented the biggest ever collection of research into what actually work in schools to improve children’s learning. Not what was fashionable, not what political and educational vested interests wanted to champion, but what actually produced the best results in terms of improving learning and educational outcomes. It became an instant bestseller and was described by the TES as revealing education’s ‘holy grail’. Now in this latest book, John Hattie has joined forces with cognitive psychologist Greg Yates to build on the original data and legacy of the Visible Learning project, showing how it’s underlying ideas and the cutting edge of cognitive science can form a powerful and complimentary framework for shaping learning in the classroom and beyond. Visible Learning and the Science of How We Learn explains the major principles and strategies of learning, outlining why it can be so hard sometimes, and yet easy on other occasions. Aimed at teachers and students, it is written in an accessible and engaging style and can be read cover to cover, or used on a chapter-by-chapter basis for essay writing or staff development. The book is structured in three parts – ‘learning within classrooms’, ‘learning foundations’, which explains the cognitive building blocks of knowledge acquisition and ‘know thyself’ which explores, confidence and self-knowledge. It also features extensive interactive appendices containing study guide questions to encourage critical thinking, annotated bibliographic entries with recommendations for further reading, links to relevant websites and YouTube clips. Throughout, the authors draw upon the latest international research into how the learning process works and how to maximise impact on students, covering such topics as: teacher personality; expertise and teacher-student relationships; how knowledge is stored and the impact of cognitive load; thinking fast and thinking slow; the psychology of self-control; the role of conversation at school and at home; invisible gorillas and the IKEA effect; digital native theory; myths and fallacies about how people learn. This fascinating book is aimed at any student, teacher or parent requiring an up-to-date commentary on how research into human learning processes can inform our teaching and what goes on in our schools. It takes a broad sweep through findings stemming mainly from social and cognitive psychology and presents them in a useable format for students and teachers at all levels, from preschool to tertiary training institutes. |
| collective efficacy in education: Applied Social Psychology Jamie A. Gruman, Frank W. Schneider, Larry M. Coutts, 2016-09-08 This student-friendly introduction to the field focuses on understanding social and practical problems and developing intervention strategies to address them. Offering a balance of theory, research, and application, the updated Third Edition includes the latest research, as well as new, detailed examples of qualitative research throughout. |
| collective efficacy in education: 10 Mindframes for Visible Learning John Hattie, Klaus Zierer, 2017-12-06 The original Visible Learning research concluded that one of the most important influencers of student achievement is how teachers think about learning and their own role. In Ten Mindframes for Visible Learning, John Hattie and Klaus Zierer define the ten behaviors or mindframes that teachers need to adopt in order to maximize student success. These include: thinking of and evaluating your impact on students’ learning; the importance of assessment and feedback for teachers; working collaboratively and the sense of community; the notion that learning needs to be challenging; engaging in dialogue and the correct balance between talking and listening; conveying the success criteria to learners; building positive relationships. These powerful mindframes, which should underpin every action in schools, are founded on the principle that teachers are evaluators, change agents, learning experts, and seekers of feedback who are constantly engaged with dialogue and challenge. This practical guide, which includes questionnaires, scenarios, checklists, and exercises, will show any school exactly how to implement Hattie’s mindframes to maximize success. |
| collective efficacy in education: The Transformative Power of Collaborative Inquiry Jenni Donohoo, Moses Velasco, 2016-04-29 Foster reflective teacher leadership and make real change happen! Teachers are powerful change agents in the on-going process of school improvement. This insightful, must-read companion guide to Donohoo’s best-selling Collaborative Inquiry for Educators helps school leaders develop a sustainable professional learning culture. Practical suggestions and in-depth research shed light on your path as you explore the benefits and challenges of adopting authentic teacher collaboration across schools and districts. Learn valuable lessons from leaders in the field and discover: A rationale and framework for engaging in inquiry The vital conditions needed to ensure systemwide collaboration Common pitfalls and the four stages of school improvement |
| collective efficacy in education: Leading Impact Teams Paul Bloomberg, Barb Pitchford, 2016-09-15 Learn how to promote teacher, student, and collective efficacy Teachers are a school’s greatest resource. Excellent teachers make excellent schools. Leading Impact Teams taps into the scheduled team planning time every school already has, and repurposes it in a model that provides the processes needed to build teacher expertise and increase student learning. The model combines two existing practices, formative assessment and collaborative inquiry, and promotes a school culture in which teachers and students are partners in learning. Readers will learn how to: Build a culture of efficacy Take collective action Embed student-centered assessment in the classroom culture Clarify learning goals for success Leverage progressions of learning for “just right” instruction Utilize evidence-based feedback |
| collective efficacy in education: Decade Ahead Stuart Karabenick, Tim Urdan, 2010-06-23 Includes chapters which examine the associations between motivation and other constructs, such as emotion and self-regulation. This title also features chapters that examine sociocultural approaches to the study of motivation, the motivation of African American students and teachers' motivation, and the policy implications of motivation research. |
| collective efficacy in education: Visible Learning: Feedback John Hattie, Shirley Clarke, 2018-08-15 Feedback is arguably the most critical and powerful aspect of teaching and learning. Yet, there remains a paradox: why is feedback so powerful and why is it so variable? It is this paradox which Visible Learning: Feedback aims to unravel and resolve. Combining research excellence, theory and vast teaching expertise, this book covers the principles and practicalities of feedback, including: the variability of feedback, the importance of surface, deep and transfer contexts, student to teacher feedback, peer to peer feedback, the power of within lesson feedback and manageable post-lesson feedback. With numerous case-studies, examples and engaging anecdotes woven throughout, the authors also shed light on what creates an effective feedback culture and provide the teaching and learning structures which give the best possible framework for feedback. Visible Learning: Feedback brings together two internationally known educators and merges Hattie’s world-famous research expertise with Clarke’s vast experience of classroom practice and application, making this book an essential resource for teachers in any setting, phase or country. |
| collective efficacy in education: Women as Global Leaders Faith Wambura Ngunjiri, Susan R. Madsen, 2015-02-01 Women as Global Leaders is the second volume in the new Women and Leadership: Research, Theory, and Practice book series published for the International Leadership Association by IAP. Global leadership is an emerging area of research, with only a small but growing published literature base. More specifically, the topic of women’s advances and adventures in leading within the global context is barely covered in the existing leadership literature. Although few women are serving in global leadership roles in corporate and non-profit arenas, and as heads of nations, that number is growing (e.g., Indira Nooyi at PepsiCo, Sheryl Sandberg at Facebook, Marissa Mayer at Yahoo, Ellen Johnson Sirleaf as president of Liberia, Angela Merkel as chancellor of Germany). The purpose of this volume is to provide the reader with current conceptualizations and theory related to women as global leaders, recent empirical investigations of the phenomenon, analysis of effective global leadership development programs, and portraits of women who lead, or have led, in a global role. The volume is divided into four sections. The first section covers the state of women as global leaders, containing chapters by Joyce Osland and Nancy Adler, pioneers in the field of global and/or women’s leadership. The second section describes approaches to women’s global leadership. The third section offers an analysis of programs that are useful in developing women as global leaders, with the final section profiling women as global leaders, including Margaret Thatcher, Nobel Laureate Malala Yousfazai, and Golda Meir. As Barbara Kellerman noted in the Foreword, this book... should be understood as a collection whose time has come, precisely because women now have opportunities to lead that are far more expansive than they were even in the recent past. Though their numbers remain low, they are able in some cases to exercise leadership not only as outsiders, but also as insiders, from the very positions of power and authority to which men forever have had access. |
| collective efficacy in education: Quality Middle Schools Wayne K. Hoy, Dennis J. Sabo, Kevin M. Barnes, John Hannum, James Hoffman, 1998 Building on 20 years of careful research and real-world testing, the authors show administrators how to assess their schools' health. The goal is to improve middle schools by making sure the culture is right for all groups - students, teachers, staff. The authors call their measurement tools the Organizational Climate Description Questionnaire Revised for Middle Schools (OCDQ-RM), for tapping the openness of a school's professional interactions, and the Organizational Health Inventory for Middle Schools (OHI-M), for capturing the health of interpersonal relationships in schools. The OCDQ-RM (openness) questionnaire and the OHI-M (health) inventory are included in this book - ready to copy and administer. These measurements are user-friendly and easy to interpret; scoring directions are clearly explained. School leaders, especially superintendents and principals, can use these hands-on tools to understand what's going on in their schools and then make changes as necessary. Actual case studies show how using the questionnaires can help make every middle school a high-quality and positive learning environment. |
| collective efficacy in education: Emotions at School Reinhard Pekrun, Krista R. Muis, Anne C. Frenzel, Thomas Goetz, 2017-08-14 For more than a decade, there has been growing interest in the role of emotions in academic settings. Written by leading experts on learning and instruction, Emotions at School focuses on the connections between educational research and emotion science, bringing the subject to a wider audience. With chapters on how emotions develop and work, evidence-based recommendations about how to foster adaptive emotions, and clear explanations of key concepts and ideas, this concise volume is designed for?any?education course that includes emotions in the curriculum. It will be indispensable for student researchers and both pre- and in-service teachers alike. |
| collective efficacy in education: Visible Learning into Action John Hattie, Deb Masters, Kate Birch, 2015-10-30 Recently at the Visible Learning Conference, Professor John Hattie stood up in his opening address and said, I’m looking at you all and thinking ‘What if I got this wrong?’ I feel the same way when educators ask to visit and I always end up in the same place – that Keilor Views is a living, breathing example that he didn’t. -- Charles Branciforte, Principal of Keilor Views Primary School, Melbourne, Australia Visible Learning into Action takes the next step in the evolving Visible Learning story. It translates one of the biggest and most critically acclaimed education research projects ever undertaken into case studies of actual success stories, implementing John Hattie’s ideas in the classrooms of schools all around the world. The evidenced case studies presented in this book describe the Visible Learning journeys of fifteen schools from Australia, USA, Hong Kong, UK, Sweden, New Zealand and Norway and are representative of the VL international community of schools in their quest to ensure all of their students exceed their potential for academic success. Each school’s story will inform and inspire, bringing to life the discussions, actions and reflections from leaders, teachers, students and families. This book features extensive, interactive appendices containing study guide questions to encourage critical thinking, annotated endnotes with recommendations for further reading and links to YouTube and relevant websites. Drawing on the latest research into the major principles and strategies of learning, this essential resource is structured into five parts: Know thy impact; Effective feedback; Visible learners; Inspired and passionate teachers; The Visible Learning School. Visible Learning into Action is aimed at any student, teacher or parent requiring an up-to-date commentary on how research into human learning processes can inform our teaching and what goes on in our schools. |
| collective efficacy in education: Linking Leadership to Student Learning Kenneth Leithwood, Karen Seashore-Louis, 2011-12-06 Linking Leadership to Student Learning Linking Leadership to Student Learning clearly shows how school leadership improves student achievement. The book is based on an ambitious five-year study on educational leadership that was sponsored by The Wallace Foundation. The authors studied 43 districts, across 9 states and 180 elementary, middle, and secondary schools. In this book, Kenneth Leithwood, Karen Seashore Louis, and their colleagues report on what they found. They examined leadership at each organizational level in the school system—classroom, school, district, community, and state. Their comprehensive approach to investigating school leadership offers a balanced understanding of how the structures within which leaders operate shape what they do. The results within will have significant implications for future policy and practice. Praise for Linking Leadership to Student Learning Kenneth Leithwood and Karen Seashore Louis offer a seminal new contribution to the leadership field. They provide a rich and authoritative evidence base that demonstrates clearly just why school leadership is so important and how it promotes successful student learning. —PAMELA SAMMONS, Ph.D., Professor of Education, Department of Education, University of Oxford, Oxford This ambitious, groundbreaking, and thought provoking treatment of the link between school leadership and student learning is a testament to the outstanding work of these exemplary scholars. This is a 'must read' for academics and practitioners alike. —MARTHA McCARTHY, President's Professor, Loyola Marymount University, and Chancellor's Professor Emeritus, Indiana University The question is no longer whether school and district leader's impact student learning, but rather how they do it. The authors provide a convincing answer, one that recognizes the crucial interaction between leader and locality. —DANIEL L. DUKE, Professor of Educational Leadership, University of Virginia |
| collective efficacy in education: All Learning Is Social and Emotional Nancy Frey, Douglas Fisher, Dominique Smith, 2019-01-17 While social and emotional learning (SEL) is most familiar as compartmentalized programs separate from academics, the truth is, all learning is social and emotional. What teachers say, the values we express, the materials and activities we choose, and the skills we prioritize all influence how students think, see themselves, and interact with content and with others. If you teach kids rather than standards, and if you want all kids to get what they need to thrive, Nancy Frey, Douglas Fisher, and Dominique Smith offer a solution: a comprehensive, five-part model of SEL that's easy to integrate into everyday content instruction, no matter what subject or grade level you teach. You'll learn the hows and whys of Building students' sense of identity and confidence in their ability to learn, overcome challenge, and influence the world around them. Helping students identify, describe, and regulate their emotional responses. Promoting the cognitive regulation skills critical to decision making and problem solving. Fostering students' social skills, including teamwork and sharing, and their ability to establish and repair relationships. Equipping students to becoming informed and involved citizens. Along with a toolbox of strategies for addressing 33 essential competencies, you'll find real-life examples highlighting the many opportunities for social and emotional learning within the K–12 academic curriculum. Children’s social and emotional development is too important to be an add-on or an afterthought, too important to be left to chance. Use this books integrated SEL approach to help your students build essential skills that will serve them in the classroom and throughout their lives. |
| collective efficacy in education: Collaborative Inquiry for Educators Jenni Donohoo, 2013 Your step-by-step guide to making collaboration work Collaborating for improved student outcomes makes sense. But beyond theory, do you know where to begin? Aligned to current Learning Forward standards and based on the latest research, this book deconstructs the collaborative inquiry process. This step-by-step guide gives facilitators tools to move teams toward purposeful, productive collaborative work with: A clear and concise four-stage model that provides a structure for facilitating successful collaborative inquiry Real-world examples from collaborative teams that model componen. |
| collective efficacy in education: Encyclopedia of Quality of Life and Well-Being Research Alex C. Michalos, 2014-02-12 The aim of this encyclopedia is to provide a comprehensive reference work on scientific and other scholarly research on the quality of life, including health-related quality of life research or also called patient-reported outcomes research. Since the 1960s two overlapping but fairly distinct research communities and traditions have developed concerning ideas about the quality of life, individually and collectively, one with a fairly narrow focus on health-related issues and one with a quite broad focus. In many ways, the central issues of these fields have roots extending to the observations and speculations of ancient philosophers, creating a continuous exploration by diverse explorers in diverse historic and cultural circumstances over several centuries of the qualities of human existence. What we have not had so far is a single, multidimensional reference work connecting the most salient and important contributions to the relevant fields. Entries are organized alphabetically and cover basic concepts, relatively well established facts, lawlike and causal relations, theories, methods, standardized tests, biographic entries on significant figures, organizational profiles, indicators and indexes of qualities of individuals and of communities of diverse sizes, including rural areas, towns, cities, counties, provinces, states, regions, countries and groups of countries. |
| collective efficacy in education: Collaborating Through Collective Efficacy Cycles Toni Faddis, Douglas Fisher, Nancy Frey, 2022-05-10 Develop and sustain collective efficacy in your school to energize teachers and students alike. In today’s schools, working together and learning together go hand in hand. Collective efficacy is educators’ beliefs, fueled by evidence, that by working together—as a collective, rather than as individuals—they will positively impact student and teacher learning. So how can teachers put collective efficacy into action? Collaborating Through Collective Efficacy Cycles: A Playbook for Ensuring all Students and Teachers Succeed demystifies the concept of collective efficacy and empowers teacher teams with the necessary tools to ignite collaborative processes, pool energy and resources, determine their impact, and foster mutual accountability at a schoolwide level. Step by step, the authors guide readers through six modules, leading them through a full cycle and helping set a foundation to systematically cultivate collective efficacy. The playbook offers background information, evidence-based research, and practical strategies and tools to help educators: Establish detailed conditions for creating collective teacher efficacy, using data to identify student learning needs and determine a common challenge Plan collectively, implement strategy, and observe colleagues in deliberate classroom practices that deepen expertise and facilitate increased student and teacher learning Select learning opportunities to bolster knowledge and enhance professional skills surrounding evidence-based practices that address needs and accelerate learning Define how teacher teams can cultivate and increase motivation and energy as individuals and, equally importantly, with one other. While content changes, this established process can be used repeatedly, offering teacher teams a clear and defined pathway towards personal and professional fulfillment while simultaneously elevating student motivation, well-being, and academic success. |
| collective efficacy in education: The International Handbook of School Effectiveness Research David Reynolds, Charles Teddlie, 2002-11 What constitutes quality schooling? What are the implications for educational practice and administration? The text looks at these questions and examines international research evidence and reform initiatives with particular emphasis on North America, UK, Australasia and the Third World. It offers a synopsis of the Third World School Effects Research (SER). The authors claim that the challenges now facing educational leaders is to find a balance between SER and the other school movements and to ask more demanding questions of our educational systems. |
| collective efficacy in education: Deep Learning for Coders with fastai and PyTorch Jeremy Howard, Sylvain Gugger, 2020-06-29 Deep learning is often viewed as the exclusive domain of math PhDs and big tech companies. But as this hands-on guide demonstrates, programmers comfortable with Python can achieve impressive results in deep learning with little math background, small amounts of data, and minimal code. How? With fastai, the first library to provide a consistent interface to the most frequently used deep learning applications. Authors Jeremy Howard and Sylvain Gugger, the creators of fastai, show you how to train a model on a wide range of tasks using fastai and PyTorch. You’ll also dive progressively further into deep learning theory to gain a complete understanding of the algorithms behind the scenes. Train models in computer vision, natural language processing, tabular data, and collaborative filtering Learn the latest deep learning techniques that matter most in practice Improve accuracy, speed, and reliability by understanding how deep learning models work Discover how to turn your models into web applications Implement deep learning algorithms from scratch Consider the ethical implications of your work Gain insight from the foreword by PyTorch cofounder, Soumith Chintala |
| collective efficacy in education: Dispositions in Teacher Education Mary E. Diez, James D. Raths, 2007 The topic of dispositions is central to teacher education and to teacher educators. Because of perhaps precipitous action on the part of accrediting agencies in teacher education, teacher educators need to define, teach, and assess dispositions in their programs. This book examines the sources of the concept dispositions, how it evolved in teacher education, what forms it has taken in selected programs, and what challenges remain in this arena for teacher educators. |
Collective Teacher Efficacy: An Introduction to Its Theoretical …
Abstract: Collective teacher efficacy has been introduced as the number one impact on students’ achievement by John Hattie and has drawn increasing attention from educational researchers. …
School Collective Efficacy - DePaul University
measure collective teacher efficacy in 47 urban elementary schools and as predicted, collective teacher efficacy has a positive effect on the differences in student achievement that occur …
School leadership that cultivates collective efficacy
We know that collective efficacy is a key element of school improvement and that high levels of collective efficacy significantly and positively impact student outcomes.
Collective efficacy: toward a new narrative of its development …
titled “What drives collective efficacy” and “How collective teacher efficacy develops,” respectively, touch on a popular topic in education research at the moment, collective teacher ...
COLLECTIVE TEACHER EFFICACY
Jenni Donohoo (2017) identifies six conditions that cultivate collective teacher effica-cy: 1) teacher influence on decision making, 2) faculty consensus on goals, 3) teach-ers’ knowledge of one …
Collective Efficacy - Government of Newfoundland and Labrador
Jul 11, 2023 · Collective efficacy refers to the shared belief that through their collective action, educators can influence student outcomes and increase achievement for all students …
Collective Teacher Efficacy and Its Enabling Conditions: A …
Collective teacher efficacy is “the collective self-percep-tion that teachers in a given school make an educational dif-ference to their students over and above the educational impact of their …
Collective Teacher Efficacy: A Critical Review of Education’s …
claims that collective efficacy is the top influence on student achievement and school leaders should aim to foster collective efficacy in order to improve their schools. To achieve this,...
Collective Teacher Efficacy - Missouri EduSAIL
Collective Teacher Efficacy (CTE) is the perception of a group of educators about their ability to positively affect student learning. Why is CTE Important? When CTE is High in Schools, …
Collective Teacher Efficacy: Fostering Teacher and Learning …
collective teacher efficacy, positing that educational leaders could support collective teacher efficacy by focusing their efforts on five malleable antecedents: supportive leadership, …
A Quantitative Study of Schools as Learning Organizations: An …
Professional learning communities (PLCs) have been shown to positively impact teacher self-efficacy and collective efficacy, all supporting student achievement.
Hattie.indd 40 1/26/18 7:12 PM - Facultad de Educación
collective teacher efficacy, which will affect teachers’ behavior and student beliefs. The power and promise of collective efficacy is that it can be influenced within schools, so focusing on it as a …
Collective Teacher Efficacy: Its Meaning, Measure, and Impact …
explore the theoretical nature of collective teacher efficacy, to develop a reliable and valid measure, and to examine the effects of collective teacher efficacy on student achievement.
Successful Teacher Teams in Change: The Role of Collective …
Five teacher teams were analyzed in relation to the change itself, as well as to protective and risk factors that had an impact on teachers’ collective efficacy and resilience to the change. The …
The Effect of Collective Efficacy on Stress Among Elementary …
teachers’ classification (general or special education) and teachers’ level of collective efficacy on their stress levels. These findings contribute to positive social change by providing insight into …
Examining the Effect of Collective Teacher Efficacy on ... - ed
The development of collective efficacy perception can increase the collective influence of teachers on school success. It can enable teachers to develop a sense of belonging to the institution …
Measuring collective efficacy for inclusion in a global context
Durkin (2020) identified school environment (including perceptions of collective efficacy) as a significant predictor of teacher self-efficacy for inclusive education in a sample of 148 primary …
The Collective Teacher Efficacy Behaviours Scale: A Validity …
Collective efficacy, which is an organizational characteristic of schools (Schechter & Tschannen-Moran, 2006) is a phenomenon that positively or negatively affects cooperative teacher …
Understanding How Leadership Matters: Collective Efficacy …
survey gives a sense of group-level attribute (collective efficacy) that represents the shared beliefs about the collective power to execute a course of action that will result in positive impacts on …
October 2007 Issue Brief (PDF) - Building Collective Efficacy: …
Building on Jerald’s work, this brief focuses on one vital aspect of efficacy known as “collective teacher efficacy” (CTE). CTE refers to the perceptions of teachers that the efforts of the faculty …
COLLECTIVE Definition & Meaning - Merriam-Webster
The meaning of COLLECTIVE is denoting a number of persons or things considered as one group or whole. How to use collective in a sentence.
Collective
Collective offers financial solutions designed for self-employed business owners - company formation, tax, accounting & bookkeeping.
COLLECTIVE | English meaning - Cambridge Dictionary
COLLECTIVE definition: 1. of or shared by every member of a group of people: 2. an organization or business that is owned…. Learn more.
Collective - Wikipedia
For political purposes, a collective is defined by decentralized, or "majority-rules" decision-making styles. Collectives are sometimes characterised by attempts to share and exercise political and …
COLLECTIVE Definition & Meaning - Dictionary.com
collective noun. a collective body; group. a business, farm, etc., jointly owned and operated by the members of a group. a unit of organization or the organization in a collectivist system.
COLLECTIVE definition and meaning | Collins English Dictionary
A collective is a business or farm which is run, and often owned, by a group of people who take an equal share of any profits.
Collective Definition & Meaning - YourDictionary
Formed by collecting; gathered into a whole. Of, as, or characteristic of a group; of or by all or many of the individuals in a group acting together. The collective effort of the students. …
Collective - definition of collective by The Free Dictionary
collective - done by or characteristic of individuals acting together; "a joint identity"; "the collective mind"; "the corporate good"
Risk of Rain 2: Alloyed Collective - Steam
Players without Alloyed Collective will be unable to select the two new survivors or permanently unlock new items, logbooks, or other content. Explore 6 All-New Stages — From cliffside …
Definition of collective – Learner’s Dictionary - Cambridge …
COLLECTIVE meaning: 1. involving, felt by, or owned by everyone in a group: 2. a business that is owned and controlled…. Learn more.
