Дисертації з теми "Collaborative whole school intervention"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-23 дисертацій для дослідження на тему "Collaborative whole school intervention".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте дисертації для різних дисциплін та оформлюйте правильно вашу бібліографію.
Huang, Sharon. "Cost-effectiveness of an enhanced whole-school social competency intervention." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8790.
Повний текст джерелаThesis research directed by: Dept. of Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Leurs, Martina Theodora Wilhelmina. "A collaborative approach to tailored whole-school health promotion the schoolBeat study /." [Maastricht] : Maastricht : [Maastricht University] ; University Library, Universiteit Maastricht [host], 2008. http://arno.unimaas.nl/show.cgi?fid=10532.
Повний текст джерелаHedges, Katherine Mary. "Investigating the impact of a whole school intervention on children's executive function and attention skills." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/investigating-the-impact-of-a-whole-school-intervention-on-childrens-executive-function-and-attention-skills(23057737-62a8-4b58-bfde-482b74e0e2ca).html.
Повний текст джерелаRennie, Robert W., and res cand@acu edu au. "School Refusal: a Case study." Australian Catholic University. School of Education, 2003. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp40.29082005.
Повний текст джерелаMannion, James. "Metacognition, self-regulation, oracy : a mixed methods case study of a complex, whole-school 'Learning to Learn' intervention." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/289131.
Повний текст джерелаSipp, Lillie. "Meeting the challenge of No Child Left Behind implementation of a statewide collaborative intervention plan in two urban schools /." Open access to IUP's electronic theses and dissertations, 2008. http://hdl.handle.net/2069/138.
Повний текст джерелаHiggins, Hillarie Jean. "Primary school children's processes of emotional expression and negotiation of power in an expressive arts curricular project." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5523.
Повний текст джерелаJackson, Patricia Anne Hood McKenzie Lian Ming-Gon John Morreau Lanny E. "Effects of interagency collaborative intervention program on self-efficacy, reading achievement, and school attendance of students with emotional or behavioral disabilities." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633430.
Повний текст джерелаTitle from title page screen, viewed March 17, 2006. Dissertation Committee: Ming-Gon Lian, Lanny Morreau (co-chairs), John Godbold, Larry Kennedy, Keith Stearns. Includes bibliographical references (leaves 82-96) and abstract. Also available in print.
Gruwell, Garrett M. "How Does the Implementation of Response to Intervention Change Instructional and Collaborative Practices at the Middle School as Perceived by Teachers?" Thesis, Grand Canyon University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3689554.
Повний текст джерелаThe purpose of this interpretive, qualitative study was to explore how the implementation of response to intervention (RTI) changed teacher perceptions regarding instructional and collaborative practices at one underperforming middle school located in Southern California. Twelve middle school teachers participated in the study. Instruments used to collect data consisted of an online teacher questionnaire, teacher interviews, and artifact analysis. Bandura's theory of social learning and the response to intervention framework served as the conceptual foundation of the study. Data analysis included calculation of descriptive statistics for the questionnaires. Interview transcripts were analyzed with Tesch's process led to the identification of five themes. Theme 1 showed RTI frameworks and structures were critical to the implementation of RTI at this middle school. The second theme focused on the efficacy of implementation. Collaborative practices and teacher knowledge and understanding of the RTI process needed more reinforcement and consistency. Theme 3 focused on student achievement. Teachers indicated varying opinions about how the implementation of RTI had influenced student learning. Teachers felt students in Tiers I and 2 were not mastering grade level standards after two years of implementation. Theme 4 showed that teachers were positive about RTI and believed that all students can learn. Theme 5 showed teachers felt RTI had changed their instructional practices and use of data. Implications of this study included the identification of key processes and documents for consistent training and support for sustainable RTI implementation. Further research is recommended on the topic.
Key words: Response to intervention, middle school, student achievement
Davis, Kim E. "Interpreting Middle and High School Teacher Concerns Toward RTI Implementation." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6197.
Повний текст джерелаLeite, Fernanda Margarida Monteiro Da Silva Ferreira Bastos. "Trabalho colaborativo entre docentes num território educativo de intervenção prioritária: estudo de caso." Doctoral thesis, Universidade Portucalense, 2015. http://hdl.handle.net/11328/1301.
Повний текст джерелаThis study follows the line of the studies of various authors, among them, Alarcão (1996, 2000, 2000b, 2001, 2003, 2009), Roldão (1999, 1999a, 1999b, 2000, 2007, 2007b), Abelha (2008, 2011, 2014), Hargreaves (1998, 2001, 2002), Costa Lobo (2011, 2014) and Seco (2009), and fulfills the purpose of studying the collaborative work among the teachers of the School Cluster of D. Pedro I. The teaching staff from the School Cluster of D. Pedro I participated in the above study. This School Cluster is situated in the parish of Canidelo, in the municipality of Vila Nova de Gaia, in the district of Porto. This School Cluster is part of the Educational Territories of Priority Intervention (TEIP). A group of 87 female teachers and 19 male teachers took part in this study. They are aged between 32 and 63 years old. Most of the respondents have between 7 and 18 years of service and, with regard to educational qualifications, 82.1% are graduated and have a degree in the subject they teach. A majority of 66% of the teaching staff that work in the School Cluster of D. Pedro I are tenured teachers, 25.5% belong to “Quadro de Zona” and only 8.5% are non-tenured teachers. Still, 51.9% of these teachers are Class Directors. This study used as the main investigation working tool the questionnaire, which seemed the most appropriate considering the type of research that was intended. The analysis of the psychometric instrument with respect to the scale of satisfaction with the teaching work dynamics was also made, which allowed us to confirm and validate the degree of reliability of the instrument used. Then, we used a methodological design, a quantitative one, starting with selecting the desired sample and from the delivery and collection of responses to the survey, analyze the different opinions of teachers belonging to the educational context in the study, about their representations of the dynamics of collaborative work, their conceptions of curriculum, curriculum management, curriculum development and educational project. The information that was collected was then subjected to statistical analysis, with the support of SPSS calculation software tool (Statistical Package for Social Sciences), version 22. Given the results obtained, we are then faced with the scope of the initial purpose of this study , that is, understanding the ownership of the respondents in relation to concepts already listed, understand how they manage the curriculum at the level of Departments, Year Coordinating Councils, Class Councils and Educational Units, characterization of work dynamics at the curriculum management level and evaluation of the changes demonstrated at the level of satisfaction of the teaching staff regarding the dynamics of work according to the personal and professional characteristics of the respondents, having been well reflected the spirit of teamwork, with the creation of several projects, which is in line with several authors’ thinking mentioned relatively to collaborative work, and that is reflected in the quality of teaching / learning. In short, this School Cluster, according to the results of this study, can be considered an example of good collaborative practices, with effective management and leadership that support, encourage and motivate their teachers. We conclude that, in order to exist a real action in the field of education, there is the need for further investment in the training of teachers, in this school cluster and in others, with particular importance and particular emphasis on issues of collaborative learning, learning management in conjunction with the pedagogical exercise and curriculum development. This study opens up potential future scenarios of research and intervention in the field of reflective school, focusing on school cultures of excellence.
Tassell, Brad. "I'm Gonna Write That Down: Research on Bullying and Recognition of Perception Toward Initiation of Intervention a Whole-School Approach to Bringing all Stakeholders' Perceptions on Bullying in Line and Training Students to Distinguish Tattling from Reporting in Grades 3-6." TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1303.
Повний текст джерелаDyer, Emma. "Where do beginner readers read in the English, mainstream primary school and where could they read?" Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/278214.
Повний текст джерела"Whole-school reading as intervention in a Gauteng primary school : a practitioner's intervention." Thesis, 2014. http://hdl.handle.net/10210/8993.
Повний текст джерелаThe general preference for English as language of teaching and learning (LoLT) poses a formidable learning barrier to many English Second Language (ESL) learners in South African schools. Addressing this barrier is the responsibility of the whole-school with the support of the Department of Education. In particular, school based support teams (SBST) are tasked with the support of learners who experience reading barriers in an inclusive mainstream school. This thesis concerns the implementation of a whole-school intervention at a primary school in a disadvantaged community in Gauteng, South Africa, where ESL learners experience severe barriers to reading acquisition. The aim was to provide support to the whole-school to address reading barriers in an inclusive environment. Objectives were to identify the elements of whole-school reading; to develop and implement an integrated whole-school reading intervention; to train educators to address learners' reading barriers; and to provide guidelines to the Inclusion and Special Schools Unit (provincial level), District Based Support Team (DBST) and the school, to address reading barriers in future. A literature study reviewed themes regarding inclusion, support structures and whole-school development. Literature dealing with essential elements of wholeschool reading, approaches and strategies provided a theoretical framework for the implementation of whole-school reading. A qualitative study within an interpretive paradigm using practitioner action research was conducted. The research site was a primary school in a disadvantaged area in Gauteng, which had referred ESL learners to the local Inclusion and Special Schools Unit for support. Action research was selected because of its fundamental principle of participant empowerment through participation, collaboration, acquisition of knowledge and social change. Data was gathered from staff and learners and analysed during the phases of the action research process. Data collection included learner and educator questionnaires, discussions, observations, field notes, pre- and post baseline scholastic assessment, focus group interviews and the researcher's reflections. Findings indicated that SBST's need support in order to address reading barriers. ESL learners do not receive sufficient exposure to English to develop reading skills. Intermediate phase educators have not been trained to teach learners to read and improve their reading skills. Whole-school reading intervention was thus valuable in providing training and support structures for the school to address reading difficulties.
Maritz, Barbara. "Whole-school reading as intervention in a Gauteng primary school : a practitioner’s intervention." Thesis, 2012. http://hdl.handle.net/10210/8044.
Повний текст джерелаThe general preference for English as language of teaching and learning (LoLT) poses a formidable learning barrier to many English Second Language (ESL) learners in South African schools. Addressing this barrier is the responsibility of the whole-school with the support of the Department of Education. In particular, school based support teams (SBST) are tasked with the support of learners who experience reading barriers in an inclusive mainstream school. This thesis concerns the implementation of a whole-school intervention at a primary school in a disadvantaged community in Gauteng, South Africa, where ESL learners experience severe barriers to reading acquisition. The aim was to provide support to the whole-school to address reading barriers in an inclusive environment. Objectives were to identify the elements of whole-school reading; to develop and implement an integrated whole-school reading intervention; to train educators to address learners’ reading barriers; and to provide guidelines to the Inclusion and Special Schools Unit (provincial level), District Based Support Team (DBST) and the school, to address reading barriers in future. A literature study reviewed themes regarding inclusion, support structures and whole-school development. Literature dealing with essential elements of whole-school reading, approaches and strategies provided a theoretical framework for the implementation of whole-school reading. A qualitative study within an interpretive paradigm using practitioner action research was conducted. The research site was a primary school in a disadvantaged area in Gauteng, which had referred ESL learners to the local Inclusion and Special Schools Unit for support. Action research was selected because of its fundamental principle of participant empowerment through participation, collaboration, acquisition of knowledge and social change. Data was gathered from staff and learners and analysed during the phases of the action research process. Data collection included learner and educator questionnaires, discussions, observations, field notes, pre- and post baseline scholastic assessment, focus group interviews and the researcher’s reflections. Findings indicated that SBST’s need support in order to address reading barriers. ESL learners do not receive sufficient exposure to English to develop reading skills. Intermediate phase educators have not been trained to teach learners to read and improve their reading skills. Whole-school reading intervention was thus valuable in providing training and support structures for the school to address reading difficulties.
Mc, Ilrath Craig Douglas. "The assessment of collaborative management: implications for whole school evaluation." Thesis, 2008. http://hdl.handle.net/10210/1163.
Повний текст джерелаMet hierdie kort navorsingsprojek is beoog om samewerkende bestuur en die moontlike implikasies daarvan op geheelskool evaluering te bereken. Die konseptuele raamwerk waarbinne hierdie navorsingsprojek beoordeel moet word is deur middel van 'n literatuurondersoek na samewerkende bestuur en die moontlike implikasies daarvan op geheelskool evaluering, daargestel. Een van die hoofbevindinge was dat geheelskool evaluering aanleiding gee tot kunsmatige samewerking van die opvoeders se kant af. Die persepsie van opvoeders met betrekking tot die evaluering van die ge¿dentifiseerde aspekte van samewerkende bestuur is deur die gebruik van 'n vraelys bepaal. Data was versamel in 'n poging om die persepsie van opvoeders rakende die belangrikheid van ge¿dentifiseerde aspekte van samewerkende bestuur in skole te ondersoek. Die bekwaamheid van die opvoeder se skole in die implementering van hierdie ge¿dentifiseerde aspekte van samewerkende bestuur, is tergelykertyd bepaal. In die analise van die data het dit aan die lig gekom dat daar 'n verskil in persepsie tussen opvoeders betreffende die belangrikheid en bekwaamheid van die ge¿dentifiseerde aspekte van samewerkende bestuur in skole bestaan. Die verskil tussen die gemiddelde belangrikheidstelling en die bekwaamheidstelling met betrekking tot samewerkende bestuur is die gevolg van kunsmatige samewerking vanaf opvoeders kant. Dit is soortgelyk aan Argyris en Schon (1974:7) se sogenaamde voorgestaane- en gebruiksteorie. Daar is aangetoon dat hierdie kunsmatige samewerking belangrike implikasies ten opsigte van geheelskool evaluering het. Die navorser het die literatuur en empiriese bevindinge gebruik om aanbevelings met betrekking tot die assessering van samewerkende bestuur en die moontlike implikasies wat dit vir geheelskool evaluering inhou, gedoen.
Prof. B.R. Grobler
Myeza, Qalokunye Andrias. "Teachers' perceptions of the essential features of whole school development / organisation : towards a model for intervention." Thesis, 2003. http://hdl.handle.net/10530/700.
Повний текст джерелаThis study examines teachers' perceptions of the elements of whole school development and the extent to which certain essential features of such development are associated with school effectiveness. The study aims at determining the extent to which school effectiveness is associated with the following four elements (or sets of elements) in terms of respondent dimensions: (1) access to technical and human resources; (2)adoption of a clear culture, vision and identity; (3) involvement in efficient strategic planning, structural arrangements and procedures; and (collectively) (4) gender, age, teaching qualifications and teaching experience. To this end an instrument was constructed based on the Government bluebook for inspection of schools. The bluebook-based instrument was found to be descriptive and, therefore, intended to collect data of a qualitative nature. On the grounds of this serious omission the instrument had to be adapted so as to yield quantitative data covering all the essential features of school organisation. Care was taken to ensure that the instrument has content validity that covers all the essential features of school organisation. The findings revealed that there is a very strong association between the essential features of whole school development and school effectiveness. The analysis of responses in respect of these essential features has enabled us to arrange them in a rank order. The factor that covers adoption of a clear culture, vision and identity was rated in the first position. This was followed by a factor dealing with access to technical and human resources. The last position was occupied by the factor dealing with involvement in efficient strategic planning, structural arrangements and procedures. The study revealed that while age, gender and teaching experience, as aspects of teacher characteristics, did not influence teachers' opinions on the essential features of school organisation, the variable of teaching qualification was found to be influential in this regard.
El, Zein Farah. "An examination of collaborative strategic reading-high school (CSR-HS) intervention in students with ASD." Thesis, 2014. http://hdl.handle.net/2152/27169.
Повний текст джерелаtext
Hui, Chen Ying, and 陳盈卉. "An Examination of the Collaborative Consultation Process in PreReferral Intervention for Elementary School Students at Risk for Emotional and/or Behavioral Disorders." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/95236074225313659078.
Повний текст джерела臺北市立教育大學
特殊教育學系碩士班
96
This study investigates how resource room teachers in Taipei City implement collaborative consultation with general education teachers in their pre-referral intervention for elementary school students who are at risk of emotional and/or behavioral disorders (EBD). Seven teachers were recruited for in-depth interviews in order to cultivate the steps, competence of consultation, and factors that may influence the collaborative process during the pre-referral stage. Major findings of this study show four steps are included in the pre-referral intervention: (a) identification and clarification of the problem, (b) information collection after teacher’s formal nomination, (c) execution of strategies, and (d) follow-up and evaluation. Resource room teachers considered the relationship with regular teachers as informal and unequal. Regular teachers would benefit from the psychological support provided through the collaborative bonding. Teacher competences of collaborative consultation that demonstrated in the per-referral intervention stage include:personalities, interaction and communication, as well as collaborative problem solving. Competences in need of improvement includes theoretical concepts, system change, and evaluation of effectiveness. Competences that are lacking include the research on consultation theory, training, and practice. The equity issues and belief systems are also lacking. Factors facilitating collaborative consultation are: effective strategies, regular teacher’s personality and attitude toward consultation, good relationship and increasing interaction, social support, and multiple communication channels. Last but not least, the interference factors include: subjective point of view of regular teacher, resource room teacher not competent with consultation skills, parents’ misconception towards resource room, restricted time, and miscellaneous background factors at school.
Mei-Ling, Chen, and 陳美伶. "A Study of Teacher Perspectives and Factors Affecting Collaborative Consultation in Pre-Referral Intervention for At-Risk Elementary School Students in Taipei City." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/94238343839204245947.
Повний текст джерела臺北市立教育大學
特殊教育學系身心障礙教育教學碩士學位班(
97
The purpose of this study was to investigate the collaborative consultation perspectives and factors affecting in pre-referral intervention for at risk elementary school students in Taipei city. Data were collected through a survey from 145 resource teachers and 118 regular teachers, and were analyzed by using frequency, mean, independent-samples t-test, chi-square test of homogeneity of proportions, One-way ANOVA, and Scheffes’ afterward comparison. The main findings were as follows: 1.Resource and regular teachers’ collaborative consultation perspective had significant difference in “personalities”,“collaborative problem-solving”, and “evaluation of effectiveness”. Regular teachers perspective significantly higher than resource teachers perspective. 2.In the analysis of each background variables,“age”had significant effects on the resource teachers’ collaborative consultation perspectives. Resource teachers’aged 41 years and older have better problem-solving attitude. On the other hand, school size, seniority and special education backgrounds had no significant effects in the resource teachers’ collaborative consultation perspective . 3.In the analysis of each background variables,“age”,“school size”,“seniority”and“special education backgrounds” had no significant effects in the regular teachers’Collaborative Consultation attitudes. 4.The main factors that influence teachers’ collaborative consultation perspectives were: a.The intrapersonal factors that influence resource and regular teachers’ collaborative consultation perspectives were teachers’collaborative willingness and positive attitude. b.The knowledge factors that influence resource and regular teachers’ collaborative consultation perspectives were to respect teachers’ professional knowledge and to know how to play the role on collaborative consultation. c. The outside factor that influence resource and regular teachers’collaborative consultation perspectives was parental support and cooperation. Finally, the findings of this research provide practical suggestions for education administration, elementary schools teachers, and pave the foundation for future research in this field.
陳盈卉. "An Examination of the Collaborative Consultation Process in Pre-Referral Intervention for Elementary School Students at Risk for Emotional and/or Behavioral Disorders." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/36594490648950746447.
Повний текст джерела臺北市立教育大學
身心障礙教育研究所
96
This study investigates how resource room teachers in Taipei City implement collaborative consultation with general education teachers in their pre-referral intervention for elementary school students who are at risk of emotional and/or behavioral disorders (EBD). Seven teachers were recruited for in-depth interviews in order to cultivate the steps, competence of consultation, and factors that may influence the collaborative process during the pre-referral stage. Major findings of this study show four steps are included in the pre-referral intervention: (a) identification and clarification of the problem, (b) information collection after teacher’s formal nomination, (c) execution of strategies, and (d) follow-up and evaluation. Resource room teachers considered the relationship with regular teachers as informal and unequal. Regular teachers would benefit from the psychological support provided through the collaborative bonding. Teacher competences of collaborative consultation that demonstrated in the per-referral intervention stage include:personalities, interaction and communication, as well as collaborative problem solving. Competences in need of improvement includes theoretical concepts, system change, and evaluation of effectiveness. Competences that are lacking include the research on consultation theory, training, and practice. The equity issues and belief systems are also lacking. Factors facilitating collaborative consultation are: effective strategies, regular teacher’s personality and attitude toward consultation, good relationship and increasing interaction, social support, and multiple communication channels. Last but not least, the interference factors include: subjective point of view of regular teacher, resource room teacher not competent with consultation skills, parents’ misconception towards resource room, restricted time, and miscellaneous background factors at school.
Sulz, Lauren Denise. "Health Promoting Secondary Schools: Implementation of a Self-Determination Framework : Project 1: The Experiences and Motivation of Key Stakeholders in the Development and Implementation of a Choice-Based Whole-School Health Model ; Project 2: Effectiveness of a Choice-Based Whole-School Model to Increase Students’ Motivation Towards Physical Activity and Healthy Eating ; Project 3: Evaluation of a School-Based Intervention to Increase Students’ Motivation and Enrolment in High School Physical Education." Thesis, 2014. http://hdl.handle.net/1828/5720.
Повний текст джерелаGraduate
Leite, Fernanda Margarida Monteiro da Silva Ferreira Bastos. "Trabalho colaborativo entre docentes num território educativo de intervenção prioritária: Estudo de caso." Doctoral thesis, 2015. http://hdl.handle.net/11328/1584.
Повний текст джерелаThis study follows the line of the studies of various authors, among them, Alarcão (1996, 2000, 2000b, 2001, 2003, 2009), Roldão (1999, 1999a, 1999b, 2000, 2007, 2007b), Abelha (2008, 2011, 2014), Hargreaves (1998, 2001, 2002), Costa Lobo (2011, 2014) and Seco (2009), and fulfills the purpose of studying the collaborative work among the teachers of the School Cluster of D. Pedro I. The teaching staff from the School Cluster of D. Pedro I participated in the above study. This School Cluster is situated in the parish of Canidelo, in the municipality of Vila Nova de Gaia, in the district of Porto. This School Cluster is part of the Educational Territories of Priority Intervention (TEIP). A group of 87 female teachers and 19 male teachers took part in this study. They are aged between 32 and 63 years old. Most of the respondents have between 7 and 18 years of service and, with regard to educational qualifications, 82.1% are graduated and have a degree in the subject they teach. A majority of 66% of the teaching staff that work in the School Cluster of D. Pedro I are tenured teachers, 25.5% belong to “Quadro de Zona” and only 8.5% are non-tenured teachers. Still, 51.9% of these teachers are Class Directors. This study used as the main investigation working tool the questionnaire, which seemed the most appropriate considering the type of research that was intended. The analysis of the psychometric instrument with respect to the scale of satisfaction with the teaching work dynamics was also made, which allowed us to confirm and validate the degree of reliability of the instrument used. Then, we used a methodological design, a quantitative one, starting with selecting the desired sample and from the delivery and collection of responses to the survey, analyze the different opinions of teachers belonging to the educational context in the study, about their representations of the dynamics of collaborative work, their conceptions of curriculum, curriculum management, curriculum development and educational project. The information that was collected was then subjected to statistical analysis, with the support of SPSS calculation software tool (Statistical Package for Social Sciences), version 22. Given the results obtained, we are then faced with the scope of the initial purpose of this study , that is, understanding the ownership of the respondents in relation to concepts already listed, understand how they manage the curriculum at the level of Departments, Year Coordinating Councils, Class Councils and Educational Units, characterization of work dynamics at the curriculum management level and evaluation of the changes demonstrated at the level of satisfaction of the teaching staff regarding the dynamics of work according to the personal and professional characteristics of the respondents, having been well reflected the spirit of teamwork, with the creation of several projects, which is in line with several authors’ thinking mentioned relatively to collaborative work, and that is reflected in the quality of teaching / learning. In short, this School Cluster, according to the results of this study, can be considered an example of good collaborative practices, with effective management and leadership that support, encourage and motivate their teachers. We conclude that, in order to exist a real action in the field of education, there is the need for further investment in the training of teachers, in this school cluster and in others, with particular importance and particular emphasis on issues of collaborative learning, learning management in conjunction with the pedagogical exercise and curriculum development. This study opens up potential future scenarios of research and intervention in the field of reflective school, focusing on school cultures of excellence.