Harness the power of collective efficacy to achieve quality implementation! Designed to overcome a common barrier to successful implementation of school improvement efforts--entrenched belief systems--this book digs deeper into the power of collective efficacy. Teams with a strong sense of collective efficacy devise ways to make "whats supposed to work" actually work, and find ways to exercise control over challenges that surround them. In addition to the examples from both inside and outside of education, readers will find 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
Expanding on this critically-important topic, this book accentuates the importance of collective efficacy as the single most important driver of student achievement and the key to successful implementation. This book is the spark you need to look at implementation in a completely new light.
|
List of Figures, Tables, and Resources |
|
|
ix | |
| Preface |
|
xi | |
| About the Authors |
|
xv | |
|
PART I BELIEFS AS THE FOUNDATION TO QUALITY IMPLEMENTATION |
|
|
1 | (36) |
|
Chapter 1 The Elusive Quest for Quality Implementation |
|
|
3 | (12) |
|
We Already Know What's "Supposed" to Work in Schools |
|
|
4 | (1) |
|
Quality Implementation Defined |
|
|
5 | (1) |
|
The Problem of Getting to Quality Implementation |
|
|
6 | (3) |
|
|
|
9 | (3) |
|
|
|
12 | (1) |
|
|
|
13 | (2) |
|
Chapter 2 Why Implementation Frequently Fails |
|
|
15 | (12) |
|
|
|
15 | (2) |
|
Diminished Efficacy Is a Barrier to Quality Implementation |
|
|
17 | (2) |
|
Collective Efficacy's Role in Team Motivation |
|
|
19 | (1) |
|
Diminished Collective Efficacy Results in a Reduction of Goals and Effort |
|
|
20 | (1) |
|
Collective Efficacy Beliefs Shape Experience |
|
|
21 | (3) |
|
|
|
24 | (3) |
|
Chapter 3 Collective Efficacy as an Enabler of Quality Implementation |
|
|
27 | (10) |
|
Integrating Daily Physical Activity in Elementary Schools |
|
|
27 | (1) |
|
How Collective Efficacy Drives Quality Implementation |
|
|
28 | (1) |
|
How Teams Exercise Control |
|
|
29 | (2) |
|
|
|
31 | (2) |
|
How Goal Setting Influences Motivation |
|
|
33 | (1) |
|
How Causal Attributions Influence Motivation |
|
|
34 | (1) |
|
|
|
34 | (1) |
|
|
|
35 | (2) |
|
PART II FOSTERING BELIEFS TO REALIZE QUALITY IMPLEMENTATION |
|
|
37 | (54) |
|
Chapter 4 Creating Mastery Moments |
|
|
39 | (20) |
|
|
|
40 | (2) |
|
Key Features of Mastery Environments |
|
|
42 | (1) |
|
There Is an Open-to-Learning Stance |
|
|
43 | (2) |
|
There Is an Orientation Toward Mastery Goals |
|
|
45 | (1) |
|
Teams Engage in Joint Work Characterized by Positive Interdependence |
|
|
46 | (1) |
|
|
|
47 | (1) |
|
Progress Is Monitored Based on Success Criteria |
|
|
48 | (2) |
|
Implications for Practice |
|
|
50 | (1) |
|
A Focus on Learning Together |
|
|
51 | (1) |
|
A Focus on Cause-and-Effect Relationships |
|
|
51 | (1) |
|
A Focus on Goal-Directed Behavior |
|
|
52 | (3) |
|
A Focus on Purposeful Practice |
|
|
55 | (1) |
|
|
|
56 | (3) |
|
Chapter 5 Learning Vicariously |
|
|
59 | (18) |
|
Key Features of Vicarious Experiences |
|
|
60 | (1) |
|
|
|
61 | (1) |
|
|
|
61 | (1) |
|
Attention, Retention, Reproduction, and Motivation |
|
|
62 | (2) |
|
|
|
64 | (2) |
|
Implications for Practice |
|
|
66 | (1) |
|
Establishing a Culture That Enables Observational Learning |
|
|
66 | (1) |
|
Structures and Protocols for Observational Learning |
|
|
67 | (2) |
|
Guiding Observational Learning |
|
|
69 | (5) |
|
|
|
74 | (3) |
|
Chapter 6 Convincing Teams That They Have What It Takes |
|
|
77 | (14) |
|
Social Persuasion and Affective States: Two Additional Sources of Collective Efficacy |
|
|
79 | (1) |
|
Using Social Persuasion to Influence Collective Efficacy |
|
|
80 | (1) |
|
|
|
80 | (4) |
|
|
|
84 | (3) |
|
|
|
87 | (1) |
|
|
|
88 | (3) |
| References |
|
91 | (6) |
| Index |
|
97 | |
Jenni Donohoo is the director of Praxis-Engaging Ideas, Inc and a project manager for the Council of Ontario Directors of Education (CODE). Jenni has a PhD in Educational Studies and Supervisory Officer Qualifications. Jenni is a former classroom teacher and currently works with system, school leaders, and teachers around the world to support high quality professional learning. She has authored many peer-reviewed publications and three best-selling books, including Collaborative Inquiry for Educators, The Transformative Power of Collaborative Inquiry (with Moses Velasco), and Collective Efficacy: How Educators Beliefs Impact Student Learning. Jennis areas of expertise include collective efficacy, metacognition, adolescent literacy, and facilitating collaborative learning structures.
Steven Katz is the director of Aporia Consulting Ltd. and a faculty member in the Applied Psychology and Human Development at the Ontario Institute for Studies in Education of the University of Toronto (OISE, UT), where he teaches in the Child Study and Education graduate program. He is the recipient of the OISE, UT- wide award for teaching excellence. Steven has a PhD in human development and applied psychology, with specialization in applied cognitive science. His areas of expertise include cognition and learning, teacher education, networked learning communities, leading professional learning, and evidence-informed decision making for school improvement. He has received the Governor Generals Medal for excellence in his field and has been involved in research and evaluation, professional development, and consulting with a host of educational organizations around the world. He is the author of several best-selling books, including Leading Schools in a Data-Rich World, Building and Connecting Learning Communities, Intentional Interruption, and The Intelligent, Responsive Leader.
