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A Culture in the Making: Leadership in Learner-Centered Schools


by Ann Lieberman, Beverly Falk & Leslie Alexander 1995

How do values of "learner-centeredness" get played out in schools? How do leaders work within their schools to build community? How are norms and structures built and sustained that keep a school focused on students' lives and their learning? What does it take to build commitment and motivate teachers to become an inquiring community? How do leaders think about and act on their own individual interests and concerns while dealing with the collective work of running a school? How do they cope with the distractions of daily problems as they struggle to improve the quality of life and learning in the school? To find answers to these questions we held individual and group interviews with both the current and past school directors, made a series of observations in their schools, and studied the documents produced by the schools. These research efforts provided us with an opportunity to learn not only about issues of leadership, but also about how these schools were created, and how norms, values, and practices have been maintained through successions of leadership and variations in style.


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This article originally appeared as NSSE Yearbook Vol 94, No. 1.


Cite This Article as: Teachers College Record Volume 96 Number 5, 1995, p. 108-129
http://www.tcrecord.org ID Number: 18816, Date Accessed: 10/18/2017 9:06:47 AM

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About the Author
  • Ann Lieberman
    Teachers College, Columbia University
    ANN LIEBERMAN is Professor of Education and Co-director of the National Center for Restructuring Education, Schools, and Teaching (NCREST) at Teachers College, Columbia University.
  • Beverly Falk
    Teachers College, Columbia University
    E-mail Author
    BEVERLY FALK, a former teacher-director, is a researcher and educator at NCREST.
  • Leslie Alexander
    Independent
    E-mail Author
    LESLIE ALEXANDER is a founding director of a newly formed learner-centered school in New York City.
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