Restructuring Schools for Collaboration

Promises and Pitfalls

Edited by Diana G. Pounder

Subjects: Educational Administration
Series: SUNY series, Educational Leadership
Paperback : 9780791437469, 192 pages, March 1998
Hardcover : 9780791437452, 192 pages, April 1998

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Table of contents


1. Introduction and Overview of Book

Foundations For Collaboration: Organizational Structure And Change Processes

2. Organizing for Collaboration: A Reconsideration of Some Basic Organizing Principles
Bob L. Johnson, Jr.

3. . Changing Schools into Collaborative Organizations
James E. Barott and Rebecca Raybould
Inter- And Intraorganizational Collaboration

4. The Organizational Economics of Interagency Collaboration
Patrick F. Galvin

5. Teacher Teams: Redesigning Teachers' Work for Collaboration
Diana G. Pounder

6. Marshaling Forces: Collaboration across Educator Roles
Ann Weaver Hart

Implications Of Collaboration

7. Implications for Collaborative Instructional Practice
Karen Evans-Stout

8. Implications for Leadership in Collaborative Schools
Gary M. Crow

9. Implications for Collaborative Educator Preparation and Development: A Sample Instructional Approach
Joe Matthews

10. Promises and Pitfalls of School Collaboration: Synthesizing Dilemmas
Diana G. Pounder

About the Authors


A comprehensive discussion, from multiple perspectives, of the complex nature of school collaboration efforts.


This book provides a more comprehensive discussion of collaborative school efforts than any other single source currently available. Specifically, multiple disciplinary perspectives are presented, addressing the complexity or "promises and pitfalls" of school collaboration efforts. The book is organized in terms of major considerations in school collaboration initiatives—the organizational structure; the change process; inter-agency and intra-school collaborative efforts; and implications for instruction, leadership, and leadership preparation. Also, the book informs the design of educator preparation programs emphasizing collaborative schools and cross-disciplinary teaching.

The chapters address many issues regarding school collaboration, such as which organizational structures will enhance collaborative efforts; which change processes are important in building school collaboration; the costs (in effort, energy, time, or other resources) of collaborating with other external agencies; how teachers' work can be redesigned to enhance collaboration between teachers and the anticipated outcomes for teachers and students; how educators can overcome their separate role socializations to build collaborative work relationships within schools; and the implications of school collaboration for teaching and learning, school leadership, and leadership preparation. The closing chapter offers five synthesizing issues or dilemmas for school collaboration.

Diana G. Pounder is Professor of Educational Administration, University of Utah.