Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Educational Administration Quarterly
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Timperley, H. S.
Right arrow Articles by Robinson, V. M. J.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Collegiality in Schools: Its Nature and Implications for Problem Solving

Helen S. Timperley

Viviane M. J. Robinson

Greater collegiality among teachers is frequently suggested in the research literature as one way of improving decision making and problem solving in schools. In this article, we argue that this claim cannot be sustained without more sophisticated theorizing about the attributes of collegiality that promote quality decision making and problem solving. In the first part of our argument, we use a constraint inclusion theory of a problem to argue that the attributes of collegiality most frequently discussed in the literature are as likely to generate poor as high quality problem-solving processes and solutions. In the second part of the article, we illustrate this argument in a case study of collegial problem solving by identifying the precise processes that contributed to the quality of the problem solutions.

Educational Administration Quarterly, Vol. 34, No. 1 Suppl, 608-629 (1998)
DOI: 10.1177/0013161X980341003
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Educational Administration QuarterlyHome page
D. Archbald
Research Versus Problem Solving for the Education Leadership Doctoral Thesis: Implications for Form and Function
Educational Administration Quarterly, December 1, 2008; 44(5): 704 - 739.
[Abstract] [PDF]

Home page
 Educational Administration QuarterlyHome page
S. R. Sweetland and W. K. Hoy
School Characteristics and Educational Outcomes: Toward an Organizational Model of Student Achievement in Middle Schools
Educational Administration Quarterly, December 1, 2000; 36(5): 703 - 729.
[Abstract] [PDF]

Home page
 Educational Management Administration LeadershipHome page
H. Timperley and V. Robinson
Workload and the Professional Culture of Teachers
Educational Management Administration Leadership, January 1, 2000; 28(1): 47 - 62.
[Abstract] [PDF]