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- W1584036615 abstract "Interventions that result in school improvement are difficult to accomplish. Thewidespread failure of restructuring as a mechanism to achieve significant change hasled to a greater focus on process as more effective in facilitating improvement (vanden Berg, Vandenberghe & Sleegers, 1999). Much of the process focus is aimed atcreating schools that can best be described as learning organisations (Leithwood,Jantzi & Steinbach, 1995; Resnick & Hall, 1998; Scribner, Cockrell, Cockrell &Valentine, 1999). The burgeoning literature in this area has led to variousconceptualisations of the term, but generally refers to the process wherebyorganisational members identify what they want to achieve and develop strategiesthat help them to learn about the effectiveness of their practice in reaching theirgoals. In education contexts, the development of organisational learning has beenlinked to increasing the capacity of schools to ‘engage in and sustain continuouslearning of teachers and the school itself for the purpose of enhancing studentlearning’ (Stoll, 1999, p. 506). Newmann, King and Rigdon (1997) are morespecific about what they consider to be involved. They described schools with highcapacity as ones in which ‘… school staff developed explicit schoolwide standardsthat focused on student performance, mechanisms for collecting and reviewingrelevant information, and a culture of peer pressure among teachers that served aspotentially important consequences’ (p. 63)." @default.
- W1584036615 created "2016-06-24" @default.
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- W1584036615 date "2009-06-25" @default.
- W1584036615 modified "2023-09-26" @default.
- W1584036615 title "Innovation and the Persistence of Old Solutions" @default.
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