Abstract
Hollywood films such as The Blackboard Jungle, To Sir With Love, Goodbye Mr. Chips, Dead Poet’s Society, Stand and Deliver, Dangerous Minds, and Mr. Holland’s Opus all follow what is now a remarkably predictable story line. Good teaching is shown to be the result of individual character and will, while schools are portrayed like out-of-touch churches that either ignore or persecute their own saints. Similar images of schooling exist in non-U.S. movies: In the recent French film, Butterfly, a village teacher is portrayed as a highly effective educator of children, but is left unprotected by the local population when World War II begins.
Compass Institute
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Abrahams, M. (1997). Collaborative space in South African schools: A comparative perspective. Journal of Negro Education, 66(4), 409–422.
Achinstein, B. (2002). Community, Diversity, and Conflict Among Schoolteachers: The Ties that Blind. New York: Teachers College Press.
Ali, M.A., Qasim, S.A., Jaffer, R., & Greenland, J. (1993). Teacher-centered and school-centered models of collegiality and professional development: case studies of the teachers’ resource center and the Aga Khan School System in Karachi, Pakistan. International Journal of Educational Research, 19(8), 735–754.
Anderson, V, & Underwood, P. (1999). Communities that learn: Ten thousand years of practice. The Systems Thinking in Action Conference. Pegasus Communications, Inc. Audiotape T9918.
Angelides, P., & Ainscow, M. (2000). Making sense of the role of culture in school improvement. School Effectiveness and School Improvement, 11(2), 145–163.
Arellano, E., Barcenal, TL., Bilbao, P.P., Castellano, M.A., Nichols, S., & Tippins, D.J. (2001). Casebased pedagogy as a context for collaborative inquiry in the Philippines. Journal of Research in Science Teaching, 38(5), 502–528.
Argyris, C. (2000). Flawed advice and the management trap: How managers can know when they’re getting good advice and when they’re not. New York: Oxford University Press.
Bakkenes, I., de Brabander, C, & Imants, J. (1999). Teacher isolation and communication network analysis in primary schools. Educational Administration Quarterly, 35(2), 166–202.
Ball, D.L., & Cohen, D.K. (1999). Developing practice, developing practitioners: Towards a practicebased theory of professional development. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as a learning profession: Handbook of policy and practice (pp. 3–32). San Francisco: Jossey Bass.
Ball, D.L., & Rundquist, S.S. (1993). Collaboration as a context for joining teacher teaming with learning about teaching. In D.K. Cohen, M.W. McLaughlin, & J.E. Talbert (Eds.), Teaching for understanding: Challenges for policy and practice (pp. 13–42). San Francisco: Jossey Bass.
Barth, R. (1990). Improving schools from within: Teachers, parents, and principals can make the difference. San Francisco: Jossey-Bass.
Barth, R. (2001). Educating by heart. San Francisco: Jossey Bass.
Bellah, R.N., Madsen, R., Sullivan, W.M., Swidler, A., & Tipton, S.M. (1985). Habits of the heart: Individualism and commitment in American life. Berkeley: University of California Press.
Berg, R.v.d., & Sleegers, P. (1996). The innovative capacity of secondary schools: A qualitative study. International Journal of Qualitative Studies in Education, 9(2), 201–223.
Bishop, P. (1999). School-based trust in Victoria: Some telling lessons. Australian Journal of Education, 43(3), 273–284.
Blase, J., & Blase, J. (1998). Handbook of instructional leadership: How really good principals promote teaching and learning. Thousand Oaks, CA: Corwin Press.
Briscoe, C, & Peters, J. (1997). Teacher collaboration across and within schools: Supporting individual change in elementary science teaching. Science Education, 81(1), 51–65.
Caine, R.N., & Caine, G. (1997). Education on the edge of possibility. Alexandria, VA: Association for Supervision and Curriculum Development.
Camburn, E. (1997). The impact of professional community on teacher learning and instructional practice. University of Chicago: Unpublished doctoral dissertation.
Cheng, Y. (2000). Recent educational developments in South East Asia: An introduction. School Effectiveness and School Improvement, 10(1), 3–9.
Cohen, D.K., & Barnes, C.A. (1993). Pedagogy and policy. In D.K. Cohen, M.W. McLaughlin, & J.E. Talbert (Eds.), Teaching for understanding: Challenges for policy and practice (pp. 207–239). San Francisco: Jossey-Bass.
Darling-Hammond, L. (1990). Teacher professionalism: Why and how?, Schools as collaborative cultures: Creating the future now, volume 3. Bristol, PA: The Falmer press.
Deal, T, & Peterson, K. (1999). Shaping school culture: The heart of leadership. San Francisco: Jossey Bass.
Dexter, S., & Louis, K.S. (2001). If s OK to be stupid: contributions professional community makes to exemplary technology use. Center for Applied Research and Educational Improvement, University of Minnesota. Available: http://carei.coled.umn.edu/sdexter/boundaries.html.
Elmore, R.F (1995). Getting to scale with good educational practice. Harvard Educational Review, 66(1), 1–26.
Etzioni, A. (1996). The new golden rule: Community and morality in a democratic society. New York: Basic Books.
Evans, R. (1996). The human side of school change: Reform, resistance, and the real-life problems of innovation. San Francisco: Jossey-Bass.
Farson, R. (1996). Management of the absurd: Paradoxes in leadership. New York: Simon & Schuster.
Feiler, B.S. (1991). Learning To bow: Inside the heart of Japan. New York: Houghton Miifflin.
Fullan, M. (1999). Change forces: The sequel. Philadelphia, PA: Falmer Press.
Fullan, M., & Hargreaves, A. (1996). What’s worth fighting for in your school? New York: Teachers College Press.
Fuller, B., & Clarke, P. (1994). Raising school effects while ignoring culture? Local conditions and the influence of classroom tools, Rules, and pedagogy. Review of Educational Research, 64(1), 119–157.
Furco, A., & Billig, S. (Eds.) (in press). Service-learning: The essence of the pedagogy, volume 1. Greenwich, CT: Information Age Publishing.
Furman-Brown, G. (1999). School as community: Editor’s forward. Educational Administration Quarterly; 35(1), 6–12.
Garmston, R., & Wellman, B. (1999). Adaptive schools: A sourcebook for developing collaborative groups. Norwood, MA: Christopher-Gordon Publishers
Geijsel, F, Berg, R.v.d., & Sleegers, P. (1999). The innovative capacity of schools in primary education: A qualitative study. International Journal of Qualitative Studies in Education, 12(2), 175–191.
Gitlin, A. (1999). Collaboration and progressive school reform. Educational Policy, 13(5), 630–658.
Graham-Jolley, M., & Peacock, M. (2000). More than one lesson: the Thousand Schools Project in KwaZulu-Natal, South Africa. International Journal of Educational Development, 20(5), 397–405.
Hajnal, V, Walker, K., & Sackney, L. (1998). Leadership, organizational learning, and selected factors relating to the institutionalization of school improvement initiatives. Alberta Journal of Educational Research, 44(1), 70–89.
Hall, G., & Hord, S. (2001). Implementing change: Patterns, principles, and potholes. Boston, MA: Allyn & Bacon.
Hallinger, P., & Kantamara, P. (2001). Exploring the cultural context of school improvement in Thailand. School Effectiveness and School Improvement, 12(4), 385–408.
Harber, C, & Muthukrishna, N. (2000). School effectiveness and school improvement in context: The case of south africa. School Effectiveness and School Improvement, 11(4), 421–434.
Hargreaves, A. (1992). Cultures of teaching: A focus for change. In A. Hargreaves & M. Fullan (Eds.), Understanding teacher development (pp. 216–240). New York: Teachers College Press.
Hargreaves, A. (1993). Individualism and individuality: Reinterpreting the teacher culture. In J.W Little & M.W. McLaughlin (Eds.), Teachers’ work: Individuals, colleagues, and contexts (pp. 51–76). New York: Teachers College, Columbia University.
Hargreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. New York: Teachers College, Columbia University.
Harley, K., Barasa, F, Bertram, C, Mattson, E., & Pillay, S. (2000). “The real and the ideal”: Teacher roles and competences in South African policy and practice. International Journal of Educational Development, 20(4), 287–304.
Heath, S.B., & Mangiola, L. (1991). Children of promise: Literate activity in linguistically and culturally diverse classrooms. Washington, DC: National Education Association.
Hofstede, G. (1991). Cultures and organizations: Software of the mind. New York: McGraw Hill.
Huberman, M. (1993). The model of the independent artisan in teachers’ professional relations. In J.W. Little & M.W. McLaughlin (Eds.), Teachers’ work: Individuals, colleagues and contexts (pp. 11–50). New York: Teachers College, Columbia University.
Huberman, M. (1999). The mind is its own place: The influence of sustained interactivity with practitioners on educational researchers. Harvard Educational Review, 69(3), 289–319.
Johnson, S.M. (2000, June 7). Teaching’s Next Generation. Education Week, pp. 48;33.
Kahne, J. (1994). Democratic communities, equity, and excellence: A Deweyan reframing of educational policy analysis. Educational Evaluation and Policy Analysis, 16(3), 233–248.
Kozol, J. (1991). Savage inequalities: Children in America’s schools. New York: Harper Perenniel.
Kruse, S., Louis, K.S., & Bryk, A. (1995). An emerging framework for analyzing school-based professional community. In K.S. Louis, S. Kruse & associates (Eds.), Professionalism and community: Perspectives on reforming urban schools (pp. 23–44). Thousand Oaks, CA: Corwin Press.
Kurth-Schai, R. (1988). The roles of youth in society: A reconceptualization. Educational Forum, 52(2), 113–132.
Kyriacou, C. (1987). Teacher stress and burnout: An international review. Educational Research, 29(2), 146–152.
Ladson-Billings, G. (1998). Forward: Race, class, and power in school restructuring. In R Lipman (Ed.), Race, class, and power in school restructuring (pp. ix–xviii). Albany, NY: State University of New York.
Leithwood, K. (Ed.). (2000). Organizational learning and school improvement. Greenwich, CT: JAI Press.
Leithwood, K., & Louis, K.S. (Eds.) (1998). Organizational learning in schools. Lisse, Switzerland: Swets & Zeitlinger.
Lewis, C.C., & Tsuchida, I. (1998). A lesson is like a swiftly flowing river: How research lessons improve Japanese education. American Educator, Winter, 22(4), pp. 12–17.
Lieberman, A. (1996). Practices that support teacher development: Transforming conceptions of professional learning. In M.W. McLaughlin & I. Oberman (Eds.), Teacher learning: New policies, new practices (pp. 185–201). New York: Teachers College Press.
Lieberman, A. (2000). Networks as learning communities — Shaping the future of teacher development. Journal of Teacher Education, 51(3), 221–227.
Lipman, P. (1998). Race, class, and power in school restructuring. Albany, NY: State University of New York Press.
Little, J.W. (1982). Norms of collegiality and experimentation: Workplace conditions of school success. American Educational Research Journal, 19(3), 325–340.
Little, J.W (1990). The persistence of privacy: Autonomy and initiative in teachers’ professional relations. Teachers College Record, 91(4), 509–536.
Little, J.W. (2000). Organizing schools for teacher learning. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as a learning profession: Handbook of policy and practice (pp. 233–262). San Francisco: Jossey Bass.
Little, J.W, & McLaughlin, M.W (Eds.) (1993). Teachers’ work: Individuals, colleagues, and contexts. New York: Teachers College, Columbia University.
Lortie, D.C. (1975). Schoolteacher: A sociological study. Chicago, IL: University of Chicago Press.
Louis, K.S., Kruse, S., & associates (1995). Professionalism and community: Perspectives on reforming urban schools. Thousand Oaks, CA: Corwin Press.
Louis, K.S., Marks, H., & Kruse, S. (1996). Teachers’ professional community in restructuring schools. American Educational Research Journal, 33(4), 757–798.
Louis, K.S., Toole, J., & Hargreaves, A. (1999). Rethinking school improvement. In J. Murphy & K.S. Louis (Eds.), Handbook of research on educational administration, second edition (pp. 251–275). San Francisco: Jossey Bass.
Marks, H., Doane, K., & Secada, W. (1997). Support for student achievement. In FM. Newmann & Associates (Eds.), Authentic achievement: Restructuring schools for intellectual quality (pp. 209–227). San Francisco: Jossey Bass.
McGinn, N.F. (1999). What is required for successful educational reform? Learning from errors. Educational Practice and Theory, 21(1), 7–21.
McLaughlin, M.W, & Talbert, J.E. (1993). Contexts that matter for teaching and learning: Strategic opportunities for meeting the nation’s education goals. Stanford, CA: Center for Rearch on the Context of Secondary School Teaching, Stanford University.
McLaughlin, M.W, & Talbert, J.E. (1990). The contexts of teaching in secondary schools: Teachers’ realities. New York: Teachers College, Columbia University.
McLaughlin, M.W, & Talbert, J.E. (2001). Professional communities and the work of high school teachers. Chicago, IL: University of Chicago Press.
Morgan, G. (1997). Images of an organization, second edition. Thousand Oaks, CA: Sage Publications.
Newmann, F.M., & associates (1996). Authentic achievement: Restructuring schools for intellectual quality. San Francisco: Jossey-Bass.
Newmann, F.M., & Wehlage, G.G. (1995). Successful school restructuring: A report to the public and educators. Madison, WI: Center on Organization and Restructuring of Schools, Wisconsin Center for Education Research, University of Wisconsin.
Nias, J., Southworth, G., & Yeomans, R. (1989). Staff relationships in primary schools. London: Cassell Educational Limited.
NRC (1999). Global perspectives for local action: Using TIMS S to improve U.S. mathematics and science education. Washington, DC: National Research Council, National Academy Press.
Oakes, J., Quartz, K.H., Ryan, S., & Lipton, M. (2000). Becoming good American schools: The struggle for civic virtue in education reform. San Francisco: Jossey Bass.
OECD. (2001). Education at a glance. Paris: Organization for Economic Cooperation and Development.
Paine, L., & Ma, L. (1993). Teachers working together: A dialogue on organizational and cultural perspectives of Chinese teachers. International Journal of Educational Research, 19(8), 675–697.
Palmer, P.J. (1998). The courage to teach. San Francisco: Jossey Bass.
Phillips, M. (1997). What makes schools effective? A comparison of the relationships of communitarian climate and academic climate to mathematics achievment and attendance during middle school. American Educational Research Journal, 34(4), 633–662.
Polyzoi, E., & Cerna, M. (2001). A dynamic model of forces affecting the implementation of educational change in the Czech Republic. Comparative Education Review, 45(1), 64–84.
Portin, B., Beck, L., Knapp, M., & Murphy, J. (Eds.) (in press). Taking stock and moving on: The local lessons from a national school renewal initiative. Westport, CT: Greenwood Press.
Pounder, D. (1999). Teacher teams: Exploring job characteristics and work-related outcomes of work group enhancement. Education Administration Quarterly, 35(3), 317–345.
Pryor, J. (1998). Action research in West African schools: Problems and prospects. International Journal of Educational Development, 18(3), 219–228.
Putnam, R.D. (2000). Bowling alone: The collapse and revival of American community. New York: Simon & Schuster.
Putnam, R.D., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning. Educational Researcher, 29(1), 4–15.
Rohlen, TP, & LeTendre, G.K. (1998). Teaching and learning in Japan. New York: Cambridge University Press.
Rosenholtz, S.J. (1991). Teachers’ workplace: The social organization of schools. New York: Teachers College Press.
Ruddick, J.D., & J. Wallace, G. (1997). Students’ perspectives on school improvement. In A. Hargreaves (Ed.), ASCD Yearbook 1997: Rethinking educational change with heart and mind (pp. ). Alexandria, VA: Association for Supervision and Curriculum Development.
Rust, F. (1999). Professional conversations: New teachers explore teaching through conversation, story, and narrative. Teaching and Teacher Education, 15(4), 367–380.
Sales, V. (1999). Women teachers and professional development: gender issues in the training programmes of the AgaKhan Education Service, Northern Areas, Pakistan. International Journal of Educational Development, 19, 401–422.
Samoff, J. (1999). Education sector analysis in Africa: limited national control and even less national ownership. International Journal of Educational Development, 19(4–5), 249–272.
Samuel, M., & Stephens, D. (2000). Critical dialogues with self: developing teacher identities and roles-a case study of South African teachers. International Journal of Educational Research, 33(5), 475–491.
Sarason, S. (1990). The predictable Failure of School Reform. San Francisco: Jossey-Bass.
Scott, C, Stone, B., & Dinham, S. (2001, August 1). “I love teaching but…” International Patterns of Teacher Discontent. Education Policy Analysis Archives, 9(28). Retrieved October 1, 2001 from http://epaa.asu.edu/epaa/v9n28.html.
Scribner, J.P., Cockrell, K., Cockrell, D., & Valentine, J. (1999). Creating professional communities in schools through organizational learning: An evaluation of a school improvement process. Education Administration Quarterly, 35(1), 130–160.
Senge, P.M., Cambron-McCabe, N., Lucas, T, Smith, B., Dutton, J., & Kleiner, A. (2000). Schools that learn: A fifth fieldbook for educators, parents, and everyone who cares about education. New York: Doubleday.
Sergiovanni, T. (1994). Building community in schools, reissue edition. San Francisco: Jossey-Bass.
Shimahara, N. (1998). The Japanese model of professional development: Teaching as craft. Teaching and Teacher Education, 14(5), 451–462.
Smylie, M., Lazarus, V, & Brownlee-Conyers, J. (1996). Instructional outcomes of school-based participative decision making. Educational Evaluation and Policy Analysis, 18(1), 181–198.
Stigler, J.W, & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. New York: Free Press.
Strike, K. (1999). Can schools be communities? The tension between shared values and inclusion. Education Administration Quarterly, 35(1), 46–70.
Tatto, M. (1999). Improving teacher education in rural Mexico: The challenges and tensions of constructivist reform. Teaching and Teacher Education, 15(1), 15–35.
Thomas, K. (2001, August 6). Students tutor teachers in tech: Education goes the other way. USA Today. 3D.
Tobin, J., Wu, D., & Davidson, D. (1989). Preschool in three cultures: Japan, China, and the United States. New Haven: Yale University Press.
Tonnies, F. (1957). Gemeinschaft undgesellschaft (Community and society) (CP Loomis, Trans.). New York: Harper Collins.
Toole, J.C (1998). Ten tensions in developing professional learning communities. University of Minnesota: Unpublished paper.
Toole, J.C (2000). Implementing service-learning in K-8 schools: Challenging the learning grammar and the organizational grammar of “real school”. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
Toole, J.C. (2002). Mental models, professional learning communities, and the deep structure of school improvement: Case studies of service-learning. University of Minnesota: Unpublished doctoral dissertation.
Toole, J.C. (in press). Civil society, social trust, and the implementation of service-learning. In A. Furco & S.H. Billig (Eds.), Service-Learning: The Essence of the Pedagogy, Volume 1. Greenwich, CT: Information Age Publishing.
Tyack, D., & Cuban, L. (1995). Tinkering toward Utopia: A century of public school reform. Cambridge, MA: Harvard University Press.
Weiss, E. (1999). Perceived workplace conditions and first-year teachers’ morale, career choice commitment, and planned retention: A secondary analysis. Teaching and Teacher Education, 15(8), 861–879.
Wenger, E., & Snyder, W (1998). Communities of practice: The organizational frontier. Harvard Business Review, 78(1), 139–145.
Westheimer, J. (1999). Communiteis and consequences: An inquiry into ideology and practice in teachers’ professional work. Educational Administration Quarterly, 35(1), 71–105.
Wheatly, M.J. (1992). Leadership and the new science: Learning about organization from an orderly universe. San Francisco: Berrett-Koehler Publishers, Inc.
Wineberg, S., & Grossman, P. (1998). Creating a community of learners among high school teachers. Phi Delta Kappan, 79(5), 350–353.
Youngs, P. (2001). District and state policy influences on professional development and school capacity. Educational Policy, 15(2), 278–301.
Zellermayer, M. (1997). When we talk about collaborative curriculum-making, what are we talking about? Curriculum Inquiry, 27(2), 187–214.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2002 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Toole, J.C., Louis, K.S. (2002). The Role of Professional Learning Communities In International Education. In: Leithwood, K., et al. Second International Handbook of Educational Leadership and Administration. Springer International Handbooks of Education, vol 8. Springer, Dordrecht. https://doi.org/10.1007/978-94-010-0375-9_10
Download citation
DOI: https://doi.org/10.1007/978-94-010-0375-9_10
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-010-3920-8
Online ISBN: 978-94-010-0375-9
eBook Packages: Springer Book Archive