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Teacher Leaders, Coaches, and Teachers: A Case Study of Micropolitics in Data Team Meetings
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In: Doctoral Dissertations (2020)
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Abstract:
This qualitative case study sought to explore how teachers, teacher leaders, and coaches interact with each other in collaborative, data team meetings, as well as how the essential features of micropolitics instantiated during the collaborative meeting times between these three types of roles. The ethnographic data collection technique offered an insider view into the nuances of the group dynamics and interactions with one another and as a whole. Results indicate that teachers, teacher leaders, and coaches engaged with each other in collaborative meetings through the use of structures and protocols, airtime, relational discourse, non-verbal communication, and agency or ownership. Additionally, results demonstrated how the essential features of micropolitics instantiated themselves in collaborative meetings between teachers, teacher leaders, and coaches. Findings showed that individuals were able to influence the attention of the group to topics that they wanted to discuss, that the team members in various roles engaged in exploring their boundaries of influence, and that the school-based collaborative teams were inextricably linked with and influenced by the system of the school district at large as pieces of its ecosystem. The findings offer insight into the ways that school and district leaders, as well as educational peers, can work to improve the collaborative sessions that educators engage in, working to make the collaborations more effective and efficient in the interest of better supporting students.
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Keyword:
Coaches; Collaboration; Data Teams; Micropolitics; Teacher Leaders; Teachers
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URL: https://opencommons.uconn.edu/dissertations/2467
https://opencommons.uconn.edu/cgi/viewcontent.cgi?article=8751&context=dissertations
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| 2 |
Collaboration Among Professionals Working with English Learners with Disabilities in a Newcomer School: A Case Study
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In: http://rave.ohiolink.edu/etdc/view?acc_num=akron1527103216058588 (2018)
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| 3 |
Expanding Capacity to Serve Multilingual Learners: A University-School District Partnership
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In: Excelsior: Leadership in Teaching and Learning (2018)
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| 4 |
The Roles of Collaborative Professional Development, Self-Efficacy, and Positive Affect in Encouraging Teacher Data Use in the Classroom
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| 5 |
A Phenomenological Study of Learner Autonomy in Less Commonly Taught Languages (Swahili)
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In: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1476790242625274 (2016)
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| 7 |
Dialectical Practices in Education: Creating third spaces in the education of teachers
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| 8 |
Constructing Collaboration Across Campus: Pre-professional speech-language pathologists and teachers working together
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Suleman, Salima. - : University of Alberta. Department of Speech Pathology and Audiology., 2012
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| 9 |
Multilinguality in the Digital Library: A Review
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In: Instructional Technology and Learning Sciences Research (2012)
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| 10 |
A Clinical Practicum Experience to Prepare Teacher Candidates for Classroom Literacy Instruction
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In: Education Faculty Publications (2011)
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