Mind the Gap: Organizational Learning and Improvement in an Underperforming Urban System

Autor/inn/en	Finnigan, Kara S.; Daly, Alan J.
Titel	Mind the Gap: Organizational Learning and Improvement in an Underperforming Urban System
Quelle	In: American Journal of Education, 119 (2012) 1, S.41-71 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/667700
Schlagwörter	Urban Schools; Disadvantaged Schools; Secondary Schools; Sanctions; Organizational Theories; Learning Processes; School Culture; Teaching Conditions; Teacher Collaboration; Low Achievement; Negative Attitudes; Social Environment; Accountability; Time; Educational Change; Social Networks; Network Analysis; Case Studies + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Sekundarschule; Sanction; Sanktion; Organisationstheorie; Learning process; Lernprozess; Schulkultur; Schulleben; Lehrbedingungen; Unterrichtsbedingungen; Lehrerkooperation; Unterdurchschnittliche Leistung; Negative Fixierung; Soziales Umfeld; Verantwortung; Zeit; Bildungsreform; Social network; Soziales Netzwerk; Netzplantechnik; Case study; Fallstudie; Case Study
Abstract	Drawing on the theoretical lens of organizational learning, and utilizing the methodological approaches of social network and case-study analyses, our exploratory study examines whether schools under sanction exhibit the necessary processes, relationships, and social climates that support organizational learning and improvement. We also investigated the degree to which length of time under sanction affects the processes, relationships, and social climates of schools as well as the extent to which the relationships and climate of the larger district facilitate or hinder improvement in schools under sanction. Results indicate sparse ties within these schools, suggesting limited connectedness of staff with greater connectivity in the school that was newly placed on sanction. We also found school climates that did not support the type of collaboration necessary to bring about organizational learning and improvement. Finally, we found that a negative social climate and weak underlying relationships between district leaders inhibited the flow of ideas and practices district-wide, especially to these low-performing schools. These findings have important implications for school and district improvement under high-stakes accountability policies. (Contains 5 tables, 4 figures and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10