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• W4295429 abstract "800x600 800x600 Normal 0 21 false false false ES X-NONE X-NONE MicrosoftInternetExplorer4 The purpose of this paper was to explore how accreditation processes aided a school principal in making reform happen. Using routinized action theory (Feldman, 2000), we examined how the routines in school accreditation were used to transform what had been a demoralized, low performing middle school. This theoretical lens is important as it demonstrates that routinized actions can offer more than stabilizing elements in a school organization but also help administrators seeking to make change. We begin by describing the setting of Ironwood Middle School, presenting the research inquiry methods, and examining how accreditation processes enabled the school to move forward in the face of uncertainty and instability . Abstract The purpose of this paper was to explore how accreditation processes aided a school principal in making reform happen. Using routinized action theory (Feldman, 2000), we examined how the routines in school accreditation were used to transform what had been a demoralized, low performing middle school. This theoretical lens is important as it demonstrates that routinized actions can offer more than stabilizing elements in a school organization but also help administrators seeking to make change. We begin by describing the setting of Ironwood Middle School, presenting the research inquiry methods, and examining how accreditation processes enabled the school to move forward in the face of uncertainty and instability . Normal 0 21 false false false ES X-NONE X-NONE MicrosoftInternetExplorer4" @default.
• W4295429 created "2016-06-24" @default.
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• W4295429 date "2014-01-16" @default.
• W4295429 modified "2023-10-03" @default.
• W4295429 title "Accreditation Routines in a Demoralized School: Repairing, Expanding, and Striving For Improvement" @default.
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• W4295429 doi "https://doi.org/10.4471/ijelm.2014.09" @default.
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