Composing (As) Power

Daniell, Beth

doi:10.2307/359009

Cited by 6 publications

(1 citation statement)

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“…First, I reviewed organizational systems methods (Jackson, 2000) and EAS and EAS systemic change research (Carr, 1998; Collinson and Cook, 2000; Fuhrman et al , 1993; Goertz et al , 1996; Grant, 1998; Jenlink, 1995; Raywid, 1993; Whitford and Jones, 2000; Seels, 1995) to find these seven conditions. Second, I enhanced and specified these conditions drawing from current group process models – the lecture model (Kemp, 1994), cooperative learning (Johnson, 1984, 1975), whole language (Cross, 1995; Goodman, 1986; Smith, 1988), advance‐organizer and review methods (Banathy, 1991; Berliner, 1984; Rosenshine, 1986; Saettler, 1990), dialogue (Bohm, 1996 Freire, 1970); design conversation (Banathy, 1996), and an intriguing and surprising lay reading club model gleaned out of the meetings of Alcoholics Anonymous or AA (Daniell, 1992, 1994; Gabriele, 1996; Hough, 1992; Lave and Wenger, 1992; Makela et al , 1996; Reed‐Jones, 1992). From this a new activity called the RT for emancipatory learning was drafted.…”

Section: Theoretical and Empirical Foundationmentioning

confidence: 99%

The “Roundtable” for school learning and planning groups: planting a seed for systemic renewal

Gabriele¹

2002

Kybernetes

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Current public education, overwhelmed by piece-meal reform efforts, is in need of systemic renewal. An investigation of key literature -systems methods, instructional design, and group process models -yields the conditions necessary for systemic change and a suitable base model. Namely, a successful systemic educational change effort is ideal-based, holistic, continuing, participatory, user-friendly, easy to adjust/improve, and emancipatory. A suitable base model is discovered in the learning systems of Alcoholics Anonymous and then built on for a new model: the Roundtable (RT) for secular learning. Briefly, the RT session is designed so that leadership and learning opportunities are distributed among all participants, who have equal time to present their ideas. Pilot studies in professional scientific organizations allowed refinement of the model. This study investigated sought the seven conditions in four RT applications in 4th-grade classrooms in California. Participants at each site were the teacher and their 30^1 students. Each teacher held ten RT sessions, with students leading two to three of the last four sessions. Evidence was sought in the RT texts, session recordings, and users' views. The criteria were met in the following ways. The RT applications were: ideal-based in the RT texts; user-friendly as they were user-ready and engaging; easy to adjust/improve in the simple revision session tasks, and emancipatory as users learned in important, positive and unanticipated ways. The RT applications were holistic: found suitable for all classroom levels at both schools, and for all school groups at one school. They were continuing after the study in 2 or 3 of the four classrooms. They were very participatory in the roles of listener, reader, and speaker; somewhat participatory in the leader and co-planner roles. Contributions to organizational /educational change theory and future projects are promising. IntroductionThis paper reports on a formal study of the "Roundtable" (RT) model in four 4th grade public school classrooms in Los Angeles County. The RT is an activity for classrooms of all ages and also for professional and community meetings. Briefly, the activity is named the RT to contrast it with the well known "lecture" model in two ways. First, the RT is "co-operated" because of its shift from leader-operation to co-operation (shared operation). In the RT session, leadership is distributed and rotating among all participants. Second, during a RT session all participants have equal time to present and develop their ideas.

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