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1.
Fergus O'Sullivan 《School Leadership & Management》2013,33(2):217-230
It has taken some two decades for the concept of the learning organisation to achieve recognition as a powerful way of reengineering for life long learning. During this time, schools have been through a period of very rapid change but, paradoxically, many look less like learning organisations today than they may have before the introduction of the Education Reform Act. This paper examines some of the key ideas behind the learning organisation, explores why the concept is so powerful in contemporary contexts, identifies various types of learning organisations and suggests an analytical technique for relating styles of organisational learning to the environmental context. The paper concludes with an analysis of the implications of learning organisation concepts for schools and school leaders. 相似文献
2.
Joo Ho Park 《Asia Pacific Education Review》2008,9(3):270-284
This study measured and applied Senge ’s (1990) fifth discipline model of learning organizations in a culturally distinct
population, namely teachers in 17 vocational high schools located in the Seoul megalopolis. The participants were 976 full-time
vocational and academic teachers in public trade/industry-technical and business high schools in the Seoul megalopolis. Exploratory
factor analysis was used to examine responses from Korean vocational high school teachers to questionnaire items designed
to test the theoretical constructs and indices of Senge ’s learning organization model to establish a measurement model. The
hypothesized model was tested using confirmatory factor analysis. Strong evidence was provided for the construct validity
of the measurement model (i.e., instrument) to measure the learning organization concept in school contexts. The results also
support the notion that the theory of learning organization and related concepts, initially developed against the background
of Western culture, can apply to a South Korean school context, reflecting Asian culture. 相似文献
3.
Large urban school districts often struggle with hierarchy, fragmented processes and cultures whereby organisational silos between school and central office staff serve as a major barrier for reaching the desired strategic goals of improving student achievement. In addition, school district staff are undergoing change requiring leaders and staff in these organisations to adapt and build their capacity to support changing demands. However, little attention is paid to how to build the necessary systems and learning environments to support capacity building and leader development. This article reports on an action research study using mixed methods that reveal how central office leaders and school principals break down organisational silos to build a culture of learning using learning organisation principles. Using the Dimensions of the Learning Organization Questionnaire (DLOQ) short form, participants completed questions related to the school district's capacity for learning. Data from the survey and interviews outline key findings that illustrate how the learning organisation framework served as a model to create the organisational conditions and culture to enable support and cooperation for learning, capacity, change and improvement to occur. This action research case study is a look at one organisation's approach to addressing a gap in learning organisation research in the area of learning organisation interventions. In addition, it extends current research on schools as learning organisations with an example of data-informed change in one large school district in the southern United States. 相似文献
4.
Lisa Gaikhorst Jos J.J. Beishuizen Bonne J.H. Zijlstra Monique L.L. Volman 《Cambridge Journal of Education》2017,47(1):135-154
This study investigated the long-term effects of a professional development intervention for beginning urban teachers and explored which characteristics and activities in school organisations contributed to the sustainability of these effects. A quasi-experimental study (n = 72) investigated whether the positive effects of the programme were observed one year after the programme ended. Interviews with teachers and principals (n = 19) were used to explore which characteristics and activities in schools contributed to those positive effects. A significant long-term effect of the programme was found on teachers’ competences and professional orientation. An open culture in the schools was experienced as an important factor for the sustainability of the programme’s effects. 相似文献
5.
特殊教育学校文化包括物质文化、制度文化与精神文化三方面的内容,它们是影响特殊教育学校良好发展的重要因素。然而,当前特殊教育学校文化建设过程中面临着三种困境：学校文化是坚持本土内生还是异地移植;是选择一元观念还是多元观念;是继承传统还是开拓创新。为了解决特殊教育学校文化建设中存在的困境,特殊教育学校应该注重校长办学理念的科学性,彰显学校文化的全纳理念;创建特殊教育学校的生态文化,构建特殊学校师生的学习共同体;加强特殊教育教师的合作文化,促进校本课程的开发与实施。 相似文献
6.
Brian Gorwood 《School Leadership & Management》2013,33(3):229-238
Centralised educational restructuring initiatives result in a wide variation of responses in schools, some are quite productive, others are much less so. Interview data were collected from seventy‐two teachers and principals in six schools as a response to government restructuring policies in British Columbia, Canada, in order to better understand the reasons for such variation. An organisational‐learning perspective was used to guide the study. The results describe the processes used by teachers in pursuit of their own individual and collective learning. Also identified are school conditions which foster and inhibit these processes, conditions related to school vision, culture, structure, strategies and resources. 相似文献
7.
Sofoklis Sotiriou Katherina Riviou Stephanos Cherouvis Eleni Chelioti Franz X. Bogner 《Journal of Science Education and Technology》2016,25(4):541-549
Education reform initiatives tend to promise higher effectiveness in classrooms especially when emphasis is given to e-learning and digital resources. Practical changes in classroom realities or school organization, however, are lacking. A major European initiative entitled Open Discovery Space (ODS) examined the challenge of modernizing school education via a large-scale implementation of an open-scale methodology in using technology-supported innovation. The present paper describes this innovation scheme which involved schools and teachers all over Europe, embedded technology-enhanced learning into wider school environments and provided training to teachers. Our implementation scheme consisted of three phases: (1) stimulating interest, (2) incorporating the innovation into school settings and (3) accelerating the implementation of the innovation. The scheme’s impact was monitored for a school year using five indicators: leadership and vision building, ICT in the curriculum, development of ICT culture, professional development support, and school resources and infrastructure. Based on about 400 schools, our study produced four results: (1) The growth in digital maturity was substantial, even for previously high scoring schools. This was even more important for indicators such as vision and leadership” and “professional development.” (2) The evolution of networking is presented graphically, showing the gradual growth of connections achieved. (3) These communities became core nodes, involving numerous teachers in sharing educational content and experiences: One out of three registered users (36 %) has shared his/her educational resources in at least one community. (4) Satisfaction scores ranged from 76 % (offer of useful support through teacher academies) to 87 % (good environment to exchange best practices). Initiatives such as ODS add substantial value to schools on a large scale. 相似文献
8.
O. McCormack J. O'Flaherty B. O'Reilly J. Liston 《British Educational Research Journal》2019,45(1):161-180
This article problematises the place of religion within publicly managed Education and Training Board (ETB) schools in the Republic of Ireland. The study draws on interview data from 43 school personnel across 18 ETB second-level schools, as well as eight interviews with ETB Education/Chief Executive Officers. Having established the legal and historical contexts, the place of religion is explored from the perspective of school life and prescribed curriculum. Across the 18 schools, the prescribed curriculum for Religious Education did not take the form of ‘faith formation’. Rather, focus was placed on exploring all world religions. However, this compares with the role of religion within the life of the school; 14 of the 18 participating schools had religious dimensions as part of school life. Half of these schools (n = 7) were Designated Community Colleges, while the remainder were Non-Designated (n = 7). The religious dimension was always Catholic in nature. Bar a few exceptions, the role of religion within the life of the school remained largely unquestioned by school personnel. The article explores the findings in light of the legislative and historical contexts. 相似文献
9.
《Australian Journal of Learning Difficulties》2013,18(1):1-9
Abstract This paper describes the use of low stakes Rasch analysis to examine the findings of a 2004 survey focused on secondary teachers’ attitudes and understanding of students with learning difficulties. The responses of 280 secondary teachers from across Queensland have been interpreted in complementary ways. Two sets of quantitative data were subjected to analysis using the Rasch model for rating scale data (Andrich, 1988; Bond & Fox, 2001). Attitudinal data was collected by Liken scale responses while data obtained from statements about student characteristics was analysed for understanding. These results were linked to demographic indicators and to qualitative data of selected teacher groups. This exploratory study revealed a uniformity of teacher attitude and understanding regardless of demographic indicator. This has significant implications for teacher educators, pedagogy, school organisation and culture as well as for the large numbers of students with learning difficulties enrolled in secondary schools. 相似文献
10.
In recent review of the literature on integrating evaluative inquiry into organizational culture, Cousins, Goh, Clark and Lee [Cousins, J.B., Goh, S., Clark, S. & Lee, L. (2004). Canadian Journal of Program Evaluation
19(2), 99–144] suggest that there is a link between evaluative inquiry and organizational learning in schools. However, there have been no published studies examining the views, perceptions and importance teachers and administrators attach to these practices and activities in their schools. This article reports results from a survey of 970 educators about their views on both of these topics – organizational learning and evaluation. Teachers and school administrators in 41 middle and secondary schools in Manitoba, Canada, responded to questions about current evaluation practices, attitudes towards evaluation and experience with systematic inquiry, as well as organizational learning capacity, school support structures and their readiness for evaluation and change. The survey results suggest that educators perceive their schools to have a moderate capacity for organizational learning. Similarly, respondents indicated that a moderate to low level of evaluation activity is currently taking place in their schools. Some implications for change in building a learning capacity and an evaluative inquiry culture in schools and suggestions for further research are discussed. 相似文献
11.
Abbas Abdollahi Sana Panahipour Mahnaz Akhavan Tafti Kelly A. Allen 《Psychology in the schools》2020,57(5):823-832
Academic stress is a commonly reported affective state by high school students that can be accompanied by unwanted and unhelpful short- and long-term implications including a low sense of school belonging. Understanding how academic stress may be alleviated or managed by students is an essential consideration for all schools concerned with student well-being. This study aimed to examine the relationship between academic stress and sense of school belonging, as well as the mediation effect of academic hardiness. Four hundred and five high school students from six schools in Tehran (Iran) were recruited in the study. Data analyses with Structural Equation Modeling revealed that a sense of belonging to school (β = −.38, p < .01) and academic hardiness (β = −.40, p < .01) were significant predictors of academic stress. Bootstrapping analysis showed that academic hardiness acted as a mediator between a sense of belonging to school and academic stress. The findings elucidate the underlying mechanism in how low school belonging may lead to academic stress in high school students. Creating a culture of school belonging and teaching and supporting skills related to academic hardiness should be key considerations for all schools seeking to reduce academic stress experienced by their students. 相似文献
12.
A new vision of school counseling asserts that counselors must address all children and must orient counseling services toward the primary mission of schools: to educate young people and to support their healthy development. Two universities that are working to prepare new vision school counselors have changed their recruitment and selection procedures to attract increased numbers of candidates who can be optimally trained to fulfill the requirements of this vision. The authors describe criteria and procedures used to select graduate students who have the greatest promise of becoming leaders, advocates, and change agents in schools to promote student learning and achievement. 相似文献
13.
14.
在构建学习型学校过程中教育领导角色与策略分析 总被引：1，自引：0，他引：1
文章通过对学习型学校特征以及教育领导概念和角色的分析，认为构建学习型学校的首要策略是树立学习型教育领导，如此可以使学校每个人在承担学校的责任上分享领导权力，实现对学校共同利益意识的承诺与尽责，唤起高绩效学校的共同愿景，充分发挥学校组织创新能力。同时探讨了在构建学习型学校过程中教育领导策略：1）建立延伸的领导概念，建构多水平的教育领导；2）教育领导者要确立角色意识，领导学校发展；3）教育领导者要建立清晰的共同愿景；4）建立分享反思的学校学习文化；5）构建高效能的团队学习，促进专业发展；6）建立学习机制，使教育领导产生巨大的创造力。 相似文献
15.
Christa van Kraayenoord 《International Journal of Disability, Development & Education》2003,50(4):363-365
Policies of inclusive education are emerging from many ministries and departments of education in countries around the world. McLesky and Waldron (2002) have argued that when teachers and administrators in schools begin to have discussions about inclusion the discussions often lead to two conclusions about how schools must change: (a) the change must address the needs of all students, not just those with disabilities, and (b) “school improvement” replaces references to inclusion. That is, teachers and administrators begin to rethink and restructure their programs in special and general education to improve the education of all students. In having to reform their practices general education teachers, in particular, must develop new understandings related to inclusion and reconceptualise how students with disabilities and learning difficulties might best be taught. As a consequence these teachers are recognising that they must change their practices in curriculum, pedagogy, and assessment. However, in order to make the changes and to develop new classroom practices general education teachers often reveal a need for inservice training. Thus there is a call from general education teachers for professional development in various areas. Several authors have described a range of initiatives in professional development in the context of school improvement. For example, there are alliances between teachers and researchers through teacher-researcher professional development groups (e.g., Vaughn, Hughes, Schumm, & Klinger, 1998) and collaborative communities (e.g., Englert & Zhao, 2001); professional development schools (PDS) where special educators are viewed as “catalysts” who further the knowledge of both inservice and preservice teachers (Voltz, 2001); “critical friend(s) groups” which are teacher support groups (Bambino, 2002); “Friday Forums” where teachers within a school use internal school expertise to inservice each other (Hudson, 2002); and professional learning communities or networks of various types, sometimes developed by professional organisations and itinerant specialists who are assigned to school districts to work on school reform with schools and teachers. 相似文献
16.
Teaching behavior impacts student psychopathology. This study explored the associations between teaching behavior types and depressive symptoms in students. The Teaching Behavior Questionnaire (TBQ) and the Center for Epidemiological Studies Depression Scale (CES‐D) were completed by 763 middle and 976 high school students from private Catholic schools. In the middle school sample, a confirmatory factor analysis confirmed the four‐factor structure of the TBQ previously found in public high schools. As predicted, a two‐level hierarchical linear model (HLM) analysis with the high school sample found that only the Negative Teaching Behavior scale of the TBQ was positively related to CES‐D scores, (p < .05). A separate two‐level HLM analysis with middle school students found the Instructional Behavior scale was negatively related to CES‐D scores (p < .05) and the Organizational Behavior scale was positively related to the CES‐D scores (p < .01). Implications of the findings for school personnel are discussed. 相似文献
17.
The article presents the results of a quasi-experimental intervention study with a 2 × 2 factorial design. We implemented a problem-based intercultural learning unit in four secondary schools (grades 9 to 12) and varied the teaching approach (analytical/affective-experiential) and the language of instruction (German/English). The learning unit covered six 45-min lessons and was conducted in nine school courses (n = 143). Five additional school courses (n = 66) served as a control group. In all experimental groups, students engaged with critical incidents. These were either analysed (analytical focus) or acted out as role plays (affective-experiential focus). In addition, students analysed film clips (analytical focus) or participated in a simulation game (affective-experiential focus). The experimental groups outperformed the control group in the post-test, which required the analysis of critical incidents. Both teaching approaches were equally effective; however, students evaluated affective-experiential learning more positively. Using a foreign language for teaching did not impair performance. 相似文献
18.
This qualitative study investigated how pedagogy-driven schools create inclusive communities. From the analysis of open-ended interviews with members of 3 pedagogically driven public elementary schools (Core Knowledge, Experiential, and Montessori) in the United States of America, 3 themes emerged: (1) community and culture, (2) structure, and (3) responsibility and expectations. The emphasis on community building and conscious attention to culture was universal: Members wanted to be at that school, there was a strong belief in the pedagogy, and all school community members were clear that their most important outcome was student success. Each school had 3 essential building blocks in their pedagogy: academic education, affective education, and individualization of instruction. Each school expected adults and students to set and achieve high behavior and learning targets. Recommendations for applying these findings by practitioners and researchers are provided. 相似文献
19.
Chit-Kwong Kong 《Learning Environments Research》2008,11(2):111-129
It is generally believed that classroom learning experiences very much influence students’ academic development. However,
relatively little is known about whether classroom learning experiences have much effect on students’ affective and social
development. In this study, we argued for the importance of learning experiences on students’ affective and social development.
From research on Accelerated Schools Project and active learning, we conceptualised Positive Learning Experiences, Teacher
Support in Learning, and Active Learning Experiences as three components of learning experiences and developed relevant measures
to tap these learning experiences. Using research data from a large-scale student survey in Hong Kong (N = 19,477), we examined the construct validity of learning experiences and quality of school life. Confirmatory factor analysis
provided very strong support for the measures and the underlying constructs that they tap. In two-way analysis of variance,
the effects of gender and school level (secondary versus primary) on learning experiences and quality of school life were
examined. Significant gender and school-level main effects, as well as gender by school-level interaction effects, were found
for students’ ratings of their learning experiences and quality of school life. Female students gave more favourable ratings
than male students, and primary students gave more favourable ratings than secondary students. In addition, gender differences
in these ratings in secondary schools were relatively smaller than in primary schools. In subsequent multilevel modelling,
learning experiences were strong predictors of quality of school life after controlling for the effects of gender, school
level and average school achievement. These findings provide strong empirical support for the significance of classroom learning
experiences for students’ social and affective development.
相似文献
| Chit-Kwong KongEmail: |
20.
Mike Coldwell 《Teachers and Teaching》2016,22(5):610-624
Despite the very large literature on teacher careers from an individual perspective, there is relatively little that links the perspectives of teachers themselves to how schools as organisations approach careers. The aim of this paper is, first, to outline how teachers’ orientations towards careers change across three dimensions, and, second, to examine how schools as organisations deal with career, developing a model of organisational responses, including developing a concept of ‘career culture’, derived from an analysis of interviews regarding the first three years of teaching conducted with senior leaders and second-year teachers themselves. By considering the fit between individuals’ career orientations and school career cultures, the paper surfaces both the fluid nature of these orientations and the subsequent potential instability of the fit. 相似文献