Doubting Leadership: Principals Shaping a School Doubting Process within a National Curriculum Reform

Autor/inn/en	Ganon-Shilon, Sherry; Schechter, Chen
Titel	Doubting Leadership: Principals Shaping a School Doubting Process within a National Curriculum Reform
Quelle	In: Journal of Educational Administration and History, 55 (2023) 4, S.400-419 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schechter, Chen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0620
DOI	10.1080/00220620.2022.2097650
Schlagwörter	National Curriculum; Educational Change; Principals; Curriculum Implementation; School Districts; Capacity Building; Educational Innovation; Educational History; Cooperative Learning; Organizational Change; Teaching Methods; Learning Processes; High Schools; Administrator Attitudes; Foreign Countries; Leadership Styles; Israel + Suchen Sie Ihr Suchwort? Bildungsreform; Principal; Schulleiter; School district; Schulbezirk; Instructional innovation; Bildungsinnovation; History of education; Bildungsgeschichte; Kooperatives Lernen; Organisationswandel; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; High school; Oberschule; Ausland; Führungsstil
Abstract	Success of curriculum reforms calls for both collaborative learning and unlearning processes. Focusing on the latter, school doubting process, an innovative term, is used in this paper as an active framework for organisational unlearning through which educators question their existing mind-sets and unfreeze old approaches to teaching and learning. This qualitative study explores how high school principals shape a school doubting process during the implementation of a national curriculum reform. The study analyses qualitative data from semi-structured interviews with 22 Israeli high school principals who have implemented a national curriculum reform from all school districts. The findings indicate two major themes and sub-themes: (1) Nurturing a collective unlearning culture: (a) restructuring school thinking; and (b) creating safe time and space for school doubting; (2) Building school capacity: (a) creating collective opportunities for knowledge and skill development; and (b) encouraging shared responsibility for innovation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01