Organizational Learning in Schools

Organizational Learning in Schools

This volume presents the view that what matters most are learning processes in organizations and ways of enhancing the sophistication and power of these processes.

Author: Kenneth Leithwood

Publisher: Taylor & Francis

ISBN: 9026515405

Category: Education

Page: 394

View: 367

This volume presents the view that what matters most are learning processes in organizations and ways of enhancing the sophistication and power of these processes. Each contributor, therefore, explicitly addresses the meaning(s) of organizational learning which they have adopted themselves.
Categories: Education

Educational Leadership for Organisational Learning and Improved Student Outcomes

Educational Leadership for Organisational Learning and Improved Student Outcomes

, OL) linking evidence and practice in genuine collaboration (i.e., PBL). The book is unique in that it is both about and uses these two concepts.

Author: William Mulford

Publisher: Springer Science & Business Media

ISBN: 9781402021992

Category: Education

Page: 272

View: 654

The change in paradigm in our field is away from the great man or woman theory of leadership and the teacher in his or her own classroom to the development of learning communities which value differences and support critical reflection and encourage members to question, challenge, and debate teaching and learning issues. How to achieve such learning communities is far from clear, but we believe the areas of problem-based learning (PBL) and organizational learning (OL) offer valuable clues. The indications are that the successful educational restructuring agenda depends on teams of leaders, whole staffs and school personnel, working together (i.e., OL) linking evidence and practice in genuine collaboration (i.e., PBL). The book is unique in that it is both about and uses these two concepts.
Categories: Education

Organizational Learning

Organizational Learning

This innovative book about organizational learning in K–12 settings reshapes the way teachers and administrators think about people, practices, and policies while providing a compelling roadmap for transformation from within today′s ...

Author: Vivienne Collinson

Publisher: SAGE

ISBN: 9781452237947

Category: Education

Page: 264

View: 323

This innovative book about organizational learning in K–12 settings reshapes the way teachers and administrators think about people, practices, and policies while providing a compelling roadmap for transformation from within today's school systems.
Categories: Education

Participatory Evaluation In Education

Participatory Evaluation In Education

This text focuses on "participatory evaluation", an approach that involves teachers and educational administrators as partners with researchers in a broad range of school and school system-based evaluation tasks with the explicit goal of ...

Author: Lorna M. Earl

Publisher: Routledge

ISBN: 9781135718848

Category: Education

Page: 208

View: 817

This text focuses on "participatory evaluation", an approach that involves teachers and educational administrators as partners with researchers in a broad range of school and school system-based evaluation tasks with the explicit goal of using such data to improve practice.; Participatory evaluation is a natural, suitable and effective approach to school improvement and educational change, and has been practiced by the editors and several colleagues for many years. Though participatory applied research strategies are growing in popularity, there is a paucity of documented empirical support for the approach. presenting a set of original empirical studies and a critical analysis of them this book will add to our knowledge about variations in the approach, conditions that support it, its viability within the culture of schools and school systems and its likely impact defined in terms of the use of research data and organisational learning.; The book will be useful for educational practitioners interested in critically evaluating the potential of participatory evaluation as an integral part of their own approach to educational reform. It will also clarify an agenda for research to further our understanding of the organisational benefits of this type of collaborative systematic enquiry.
Categories: Education

Organizational Learning

Organizational Learning

Teacher research as a basis for staff development. In M. F. Wideen & I. Andrews (
Eds.), Staff development for school improvement (pp. 111–128). Philadelphia:
Falmer. Huber, G. P. (1991). Organizational learning: The contributing processes
 ...

Author: Vivienne Collinson

Publisher: SAGE Publications

ISBN: 9781452222660

Category: Education

Page: 264

View: 366

This innovative book about organizational learning in K–12 settings reshapes the way teachers and administrators think about people, practices, and policies while providing a compelling roadmap for transformation from within today's school systems.
Categories: Education

On Organizational Learning

On Organizational Learning

This book is essential for anyone who needs to understand how organizations work, evolve, and learn.

Author: Chris Argyris

Publisher: Wiley-Blackwell

ISBN: 0631213090

Category: Business & Economics

Page: 480

View: 779

This book is essential for anyone who needs to understand how organizations work, evolve, and learn. In this new edition, Argyris discusses vital topics of current management research, such as tacit knowledge and management, so reflecting the evolving field of organizational learning. Brings together the thinking of one of the world's leading management thinkers: especially in the area of action learning.
Categories: Business & Economics

Designs for Learning

Designs for Learning

By following the steps in this book, your staff will experience enriched learning opportunities that support improved practice.

Author: Paul V Bredeson

Publisher: Corwin Press

ISBN: 9781483360935

Category: Education

Page: 200

View: 599

This insightful guide offers straightforward explanations of the past, present, and future of professional development programs.
Categories: Education

Leading a Learning Organization

Leading a Learning Organization

Practical strategies for enhancing organizational learning include change, analysis, and reframing; purpose-driven inquiry; the creation of a defined learning culture; conscious use of current scientific knowledge about the way memory works ...

Author: Casey S. Reason

Publisher: Solution Tree

ISBN: 1934009571

Category: Education

Page: 178

View: 330

Written for principals and teacher leaders and directed primarily at improving the quality of organizational learning in schools, Leading a Learning Organization begins with an examination of the vital but often overlooked role that emotion plays in school cultures, including the fear and stress that are generated by the rapid pace of change and demands for accountability. Author Dr. Casey Reason draws on educational, psychological, and neuroscientific research to argue that leaders can change the prevailing emotional climate of a school in order to promote deeper learning at all levels. This resource looks at how to overcome the obstacles that stand in the way of improving a school's emotional climate. It presents specific strategies to enhance organizational learning, including the change, analysis, and reframing strategy; purpose-driven inquiry; the creation of a defined learning culture; conscious use of current scientific knowledge about memory, and the use of empowering mental representations. Finally, Leading a Learning Organization explores the benefits of collaboration in building deep organizational learning and provides strategies for leaders to introduce collaboration more effectively and more frequently among school staffs.
Categories: Education

Building Strong School Cultures

Building Strong School Cultures

This practical handbook shows school leaders how to build a climate of collaboration with staff, teachers, and parents as well as how to develop connections with foundations, business groups, social service providers, and government ...

Author: Sharon D. Kruse

Publisher: Corwin Press

ISBN: 9781452294780

Category: Education

Page: 200

View: 410

Develop an integrated school culture that engages educators with their colleagues and communities! This resource calls on principals to create a viable, sustainable school culture using the professional community, organizational learning, and trust to affect teaching and learning. Part of the Leadership for Learning series, this volume presents a leadership approach that integrates teachers, parents, and community members into a coherent team. The authors examine schools that have achieved lasting cultural change and present practical strategies for: Diagnosing and shaping a school culture Revising leadership functions to broaden decision-making processes Rethinking organizational structures Supporting continuous improvement while ensuring stability
Categories: Education

Merging Role negotiation and Leadership Practices that Influence Organizational Learning microform

Merging Role negotiation and Leadership Practices that Influence Organizational Learning  microform

Demands for globally competitive graduating students are causing researchers and practitioners to seek new ways to stimulate school growth/development and bring improvements to the educational system.

Author: Lorraine Devereaux

Publisher: Library and Archives Canada = Bibliothèque et Archives Canada

ISBN: 0494029374

Category: Educational leadership

Page: 520

View: 341

Demands for globally competitive graduating students are causing researchers and practitioners to seek new ways to stimulate school growth/development and bring improvements to the educational system. To address these issues, this study investigated role-negotiation as a learning process whereby principals, through their approach to personalized negotiated roles with teachers, can propel or inhibit organizational learning. The study was conducted in six randomly selected schools within two districts in Newfoundland and Labrador, Canada. Individually negotiated roles between each school's principal and three teachers illustrated the role negotiation process and accompanying leadership practices that support organizational learning. Results indicated that promoting open communication, shared vision, inclusion, trust, collaboration, shared distributed leadership, individualized support encouragement, a learning focus, professional growth and development, talking about giving supports, maximizing student outcomes, maintaining visibility, modelling involvement, and modelling high performance expectations are leadership practices within role-negotiation that foster organizational learning. Another finding is that a teacher's out-group status with the principal inhibited his/her ability to transfer learning. It confined that person to single-loop learning and he/she was not given the opportunity to contribute his/her knowledge and on-the-job learning to the school. In-group/out-group divisions also limit an organization to single-loop learning. In schools that do not have a highly pronounced separation, double-loop learning is more likely to occur. It is critical for teachers to also establish in-group status with the staff. If this does not occur, the opportunity to contribute their know-how to school change does not materialize. This study showed that in-group teachers can experience double-loop learning and role-routinization that gives them opportunities to receive and contribute their learning to the district level. However, without concentration on specific leadership practices that ensure collaborative processes and a student outcome focus, there may be no carry-over to one's own organization. Leader/member exchange theory, a leadership approach that strays from the average style, served as the study's framework. This theory includes leader/member dyads and in-group/out-group dichotomies. Organizational learning and single-loop/double-loop learning ideas were explored. Role-negotiation processes, including role-taking, role-making and role routinization, were simplified. Role enactment that provides a window to the world of theory-in-use individual learning and organizational performance was clarified.
Categories: Educational leadership

Views of the Teachers of Social Studies and Administrators Relating Impediments of Organizational Learning

Views of the Teachers of Social Studies and Administrators Relating Impediments of Organizational Learning

The objective of this study is to determine the views of teachers of social studies and administrators relating impediments of organizational learning. This research employs a descriptive research method as the survey model.

Author: Ozlem Bektas Oztaskin

Publisher:

ISBN: OCLC:1064018009

Category:

Page: 13

View: 159

Schools are the significant places where new information and skills are obtained and practised. There are some problems in the social and educational development of organizational activities learned at schools. Change, share and distribution of knowledge, transfer of knowledge to students, fruitful and effective use of organizational aims, production of organizational intelligence and organizational knowledge, socialization, management, information management strategies, school culture, understanding of systemic thinking, school climate, team work, democratic environment, communication, motivation, performance activities, politics, curriculum, professional development and economic sources are factors of organizational learning in school functions. The objective of this study is to determine the views of teachers of social studies and administrators relating impediments of organizational learning. This research employs a descriptive research method as the survey model. Required data were gathered through a questionnaire and the results were assessed through descriptive statistics method. The population of the study is composed of the teachers working at the primary schools of the Ministry of National Education. The study was conducted with 100 randomly-selected teachers teaching the social studies lessons in the 4th, 5th, 6th and 7th grades at 10 schools in Erzurum, Turkey. The research utilises a questionnaire as a means of data acquisition, which intends to identify organisational learning impediments of the social studies teachers. The statistical analysis of the quantitative data gathered by the research is conducted on computer by SPSS (Statistical Program for Social Sciences) 15.0. It was observed that many factors affect organizational learning skills. The following questions were answered in relation with this issue: (1) What is the present situation of social studies teachers in school teams in terms of their participation in tasks for the innovation and change? (2) What is role of social studies teachers and administrators in peer observation and sharing of professional ideas as a part of school life? (3) What are the organizational impediments according to social studies teachers and administrators? According to social studies teachers, there are differences within both educational and organizational experience sharing with respect to planning, collaboration, knowledge sharing, team work, professional development and communication structure. Therefore, institutional and educational politics should be developed in order to maintain general organizational skills of schools and eliminate dissatisfaction. (Contains 3 tables.).
Categories:

Essential Readings in Management Learning

Essential Readings in Management Learning

This volume brings together some of the best writing published in the journal Management Learning since its re-launch under this title in 1994.

Author: Christopher Grey

Publisher: SAGE

ISBN: 9781412932271

Category: Business & Economics

Page: 440

View: 201

This volume brings together some of the best writing published in the journal Management Learning since its re-launch under this title in 1994. The selection very much reflects the mission of the journal to act as a showcase for innovative, international and interdisciplinary work which covers a wide gamut of issues connected to management, organizations, learning and knowledge. The field of management learning, widely drawn in this way, brings together some of the key preoccupations within several areas of management, organization studies and social science more generally. Learning and knowledge have become central themes within thee areas for several reasons, both practical and theoretical. These include the way that organizational learning is seen as a key source of competitive advantage, and the wider analysis that individuals and organizations now inhabit a `knowledge economy'. Theoretically, recent years have seen emerging understandings of the social significance of `communities of practice', whilst learning in its many manifestations is increasingly seen as being imbricated in issues of power. This latter points to one of the particular areas which has been a focus for the journal, namely more critically orientated approaches to management learning. This collection provides readings grouped under six key headings which reflect where some of the most influential and provocative work in the field has been done over recent years, namely: - Organizational Learning and Learning Organizations - Individual Learning - Critical Approaches to Management Education and Learning - Pedagogical Practice - Globalization and Management Learning - Beyond Management Learning Along with an editorial introduction, this volume will provide a unique and invaluable resource for anyone studying or researching management learning and cognate areas, by bringing together some of the best peer-reviewed work in the field.
Categories: Business & Economics

Capacity for Organizational Learning in Hong Kong Secondary Schools

Capacity for Organizational Learning in Hong Kong Secondary Schools

This dissertation, "Capacity for Organizational Learning in Hong Kong Secondary Schools: a Qualitative Study" by Suk-yuen, Irene, Lam, 林淑婉, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant ...

Author: Suk-Yuen Irene Lam

Publisher:

ISBN: 1361400617

Category:

Page:

View: 325

This dissertation, "Capacity for Organizational Learning in Hong Kong Secondary Schools: a Qualitative Study" by Suk-yuen, Irene, Lam, 林淑婉, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b3196172 Subjects: Organizational learning - China - Hong Kong Education, Secondary - China - Hong Kong
Categories:

Journal of School Leadership

Journal of School Leadership

Leadership for school restructuring . Educational Administration Quarterly , 30 ( 4
) , 498–518 . Leithwood , K. ( 1998 ) . Team learning processes . In K. Leithwood ,
& S. K. Louis ( Eds . ) , Organizational learning in schools ( pp . 203-218 ) .

Author:

Publisher:

ISBN: UVA:X006177060

Category: School management and organization

Page:

View: 890

Categories: School management and organization