Organizational Learning in Consciousness-Based Education Schools: A Multiple-Case Study

Autor/inn/en	Lagrosen, Yvonne; Lagrosen, Stefan
Titel	Organizational Learning in Consciousness-Based Education Schools: A Multiple-Case Study
Quelle	In: International Journal of Educational Management, 34 (2020) 5, S.849-867 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-01-2019-0009
Schlagwörter	Foreign Countries; Consciousness Raising; Metacognition; Educational Practices; Organizational Culture; Learning; Private Schools; Public Schools; Elementary Schools; Elementary School Students; Teachers; Principals; Iowa; United Kingdom; Australia; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Bewusstseinsbildung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Bildungspraxis; Unternehmenskultur; Lernen; Private school; Privatschule; Public school; Öffentliche Schule; Elementary school; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter; Großbritannien; Australien; Niederlande
Abstract	Purpose: An innovative technology called consciousness-based education (CBE) is being introduced in schools worldwide. The approach includes both an experiential and an intellectual component. However, research studies exploring learning in CBE are rare. The purpose of the paper is to explore how organizational learning takes place in schools, which adopt CBE in addition to their ordinary curriculum. Moreover, the ambition of the approach regarding quality is examined. Methodology/approach: A multiple-case study has been carried out. Four schools using CBE have been studied: a private school in Fairfield, Iowa, USA; a governmentally funded free school in Skelmersdale, United Kingdom; an independent school in Melbourne, Australia, and a primary school in Lelystad, the Netherlands. In total, 26 in-depth interviews have been performed, mainly with teachers and students but also with principals and experts in the CBE pedagogy. In addition, three focus-group interviews with primary school pupils were conducted and observation during classes was included. The data were analyzed by the constant comparative technique from the grounded theory approach. Findings: Categories characterizing organizational learning in the CBE schools have been identified. These findings are related to theories of the learning organization, resulting in a framework depicting different components of learning. Research limitation/implication: The study provides a framework illustrating organizational learning in schools that utilize CBE which affords an overview of the technology and can serve as a vantage point for further research. Since this is a qualitative case study, the effectiveness of the CBE approach and its impact on learning outcomes were not assessed, and the possibilities to generalize the findings are limited. Originality/value: CBE has not previously been studied from an organizational learning perspective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01