Conway, Joan M. 
ORCID: https://orcid.org/0000-0002-4787-558X and Abawi, Lindy ORCID: https://orcid.org/0000-0003-2248-5275
(2013)
Creating enduring strength through commitment to schoolwide pedagogy.
Improving Schools, 16 (2).
pp. 175-185.
ISSN 1365-4802
Abstract
The term schoolwide pedagogy was once rarely heard and yet has now become a part of most discussions around school improvement. But what does it really mean and why is the presence of a schoolwide pedagogical framework important? Some would say that in their school the adoption of an authoritative approach such as Habits of Mind, Bloom's Taxonomies or the Productive Pedagogies is a schoolwide pedagogical framework.
To some extent they are, but what is often lacking is the intellectual and social capacity that is built through
collective professional sharing and articulation of strongly held beliefs about contextually relevant teaching
and learning practices. Without this sense of ownership, teacher adoption ends up being sporadic at best with some teachers paying only lip service to imposed quality frameworks. In schools that have engaged with the processes of the Innovative Designs for Enhancing Achievements in Schools (IDEAS) project, personal pedagogical principles and authoritative pedagogical principles are contextualized by the school community as a whole. The story from one school is used to demonstrate the enduring strength of commitment when a school creates its own SWP.
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| Item Type: | Article (Commonwealth Reporting Category C) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | Copyright © 2000-2013 SAGE Publications. Permanent restricted access to Published Version due to publisher copyright policy. |
| Faculty/School / Institute/Centre: | Historic - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood (1 Jul 2013 - 30 Jun 2019) |
| Faculty/School / Institute/Centre: | Historic - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood (1 Jul 2013 - 30 Jun 2019) |
| Date Deposited: | 16 Jul 2013 23:13 |
| Last Modified: | 14 Jul 2014 06:08 |
| Uncontrolled Keywords: | capacity building; contextualized practice; leadership; schoolwide pedagogy |
| Fields of Research (2008): | 17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology 13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development 13 Education > 1303 Specialist Studies in Education > 130304 Educational Administration, Management and Leadership |
| Fields of Research (2020): | 52 PSYCHOLOGY > 5201 Applied and developmental psychology > 520102 Educational psychology 39 EDUCATION > 3901 Curriculum and pedagogy > 390102 Curriculum and pedagogy theory and development 39 EDUCATION > 3904 Specialist studies in education > 390403 Educational administration, management and leadership |
| Socio-Economic Objectives (2008): | C Society > 93 Education and Training > 9304 School/Institution > 930401 Management and Leadership of Schools/Institutions |
| Identification Number or DOI: | https://doi.org/10.1177/1365480213493714 |
| URI: | http://eprints.usq.edu.au/id/eprint/23754 |
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