Changing Concepts of Teacher Leadership
نویسنده
چکیده
THE early theories of teaching styles operative within the instructional setting, were based on a few classical studies describing the social climate of the classroom. The most frequently quoted research of Anderson (2) and Lippitt-White (18) tended to view teacher leadership in terms of polar roles—dominative and integrative, auth oritarian or democratic teaching styles. The term "climate" was used to com municate a generalized attitude, evolved through teacher-pupil interaction, which described a fairly stable set of expecta tions and/or relationships which per meated all classroom behavior.
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