Examining organizational learning in schools: The role of psychological safety, experimentation, and leadership that reinforces learning

Higgins, Monica C.; Ishimaru, Ann M.; Holcombe, Rebecca Wood; Fowler, Amy

doi:10.1007/s10833-011-9167-9

Cited by 85 publications

(64 citation statements)

References 44 publications

(63 reference statements)

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“…The rest of available literatures mainly focus on supportive organizational learning culture (McCharen, Song, & Martens, 2011), collective efficiency of teachers (Schechter & Qadach, 2012), learning time and platform available (Collinson & Cook, 2004), shared mental models (Fauske & Raybould, 2005), psychological safety, and experimentation that reinforces learning (Higgins et al, 2012). The findings of these earlier studies have been very helpful in conducting the current study in China.…”

Section: Literature Reviewmentioning

confidence: 96%

“…When teachers share a strong vision of the organization, it is helpful to formulate the expected behavior norms of teachers and creat positive outcomes (Higgins et al, 2012). So, it is an important responsibility of school leaders to put forward developmental vision which is beneficial to make the cultivation of students as the focus of work, reflect high academic performance expectation from students, and hold moral power which can inspire teachers beyond the self-interest.…”

Section: Leadership For Learningmentioning

confidence: 99%

“…Massive school reform movements swept across the world, such as school restructuring, school-based management, and school improvement. Unfortunately, all these reforms related to accountability, curriculum, standards, and assessments are only the starting points of school improvement and unlikely to lead the expected results (Darling-Hammond, 1996;Higgins, Ishimaru, Holcombe, & Fowler, 2012). Teacher quality influences students directly and plays an important role in the success of school reform (Darling-Hammond, 1999;Darling-Hammond, Wei, Andree, Richardson, & Orphanos, 2009).…”

Section: Introductionmentioning

confidence: 99%

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What Factors “Work” for Teacher Organizational Learning in Shanghai Middle Schools? A Grounded Theory Approach

Liu¹,

Feng²

2015

UCER-A

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Teaching quality has long been regarded as a key factor in the success of education reform. Teacher organizational learning in China has been regarded as an important factor to the high-quality teaching and the outstanding academic performance of students. However, there is a dearth of research regarding teacher organizational learning in China. This small-scale study investigated the factors affecting teacher organizational learning in Shanghai. The grounded theory approach was conducted in nine middle schools and 25 selected teachers participated. The three main themes as emerged in our studies include leadership for learning, school climate of enhancing learning, and teacher agency. Compared with the existed literature, the findings offer some new ideas about how educational cultural and educational administration contexts in China filter teacher organizational learning.

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Section: Literature Reviewmentioning

confidence: 96%

Section: Leadership For Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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What Factors “Work” for Teacher Organizational Learning in Shanghai Middle Schools? A Grounded Theory Approach

Liu¹,

Feng²

2015

UCER-A

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“…Part of the problem is that although many scholars have placed the concept at the centre of their academic discussions, often discussing one or more of its key characteristics, several have failed to clearly articulate a definition (e.g. Diggins, 1997;Giles and Hargreaves, 2006;Gunter, 1996;Higgins et al, 2012;Kirkham, 2005;Retna and Tee, 2006;Simonaitene, 2004;Yong, 2000). This is also evident when looking at the outcome of our search for relevant publications (i.e.…”

Section: Defining the School As Learning Organisationmentioning

confidence: 99%

What Makes a School a Learning Organisation?

Kools

Stoll

2016

OECD Education Working Papers

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JT03417968Complete document available on OLIS in its original format This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. OECD EDUCATION WORKING PAPERS SERIESOECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD, 2 rue André-Pascal, 75775 Paris Cedex 16, France.This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law.You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org.Comment on the series is welcome, and should be sent to edu.contact@oecd.org. This working paper has been authorised by Andreas Schleicher, Director of the Directorate for Education and Skills, OECD.EDU/WKP (2016)11 3 ABSTRACTWhat are the characteristics of a school as learning organisation? This paper should be seen as an attempt to work towards a common understanding of the school as a learning organisation concept that is both solidly founded in the literature and is recognisable to all parties involved, i.e. educators, policy makers, parents and others alike. The paper provides an in-depth analysis of the learning organisation literature in general, and within a school context. It identifies and operationalises the characteristics of the school as learning organisation in an integrated model that consists of seven overarching 'action-oriented' dimensions: 1) developing and sharing a vision centred on the learning of all students; 2) creating and supporting continuous learning opportunities for all staff; 3) promoting team learning and collaboration among staff; 4) establishing a culture of inquiry, innovation and exploration; 5) establishing embedded systems for collecting and exchanging knowledge and learning; 6) learn...

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“…One construct, 'Organisational orientation', comprised three items (see Appendix E, Figure E12) and was used to capture perceptions of the The 3-item scale was derived from a measure developed by Higgins et al (2012) 21 to measure features associated with the learning organisation (LO). Items were modified for the POL-RCT Survey and respondents were asked to rate, on a 5-point Likert scale (Strongly agree to Strongly disagree), their perception of the orientation of QPS to experimentation before and after the implementation of QCET.…”

Section: 'Organisational Orientation'mentioning

confidence: 99%

Randomised controlled trials in policing: an organisational learning perspective

Bedford¹

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Evidence based policing, and its cornerstone, experimental criminology, is a new paradigm in policing that seeks to minimise harm and maximise positive outcomes for the police and the public by grounding police strategy, policy and practice decisions in evidence. An exponential growth in the number of randomised controlled field trials (RCTs) in policing over the past decade to generate the 'evidence base' is fundamental to this new approach. Yet, to date, the development of scientific experimentation to establish 'what works' in policing has done little to challenge the entrenched policing mainstays -random patrol, reactive investigations and rapid response -developed in the twentieth century (Sherman, 2013).Three key developments have, however, emerged in the past decade that may signal a greater role for science in policing. First, police practitioners and policy makers have become increasingly interested in using scientific evidence to guide their policies and practice (Sherman, 2013). Second, scholars have begun to explore the disjuncture between evidence and practice and the 'translation' of science into practice (Lum, 2009;Tseng, 2010). Third, while RCTs in policing have until recently been undertaken by academics external to police organisations, and RCT results provided to police organisations as new 'knowledge products', police are increasingly leading experimental research in policing themselves (Weisburd and Neyroud, 2013).The value of policing RCTs in organisational learning (OL) may, on the one hand, lie in their ability to provide hard evidence or results of 'what works' in policing. On the other hand, RCTs may be powerful change processes that serve to generate OL in the absence of results. This is because RCTs require that alternative policing ideas or solutions are both implemented and rigorously tested in situ. Through the theoretical lens of OL, my thesis explores how a focus on the implementation processes of RCTs may be one way to address the ongoing disjuncture between a steadily growing evidence base and the persistence of mainstay practices in policing. To date, studies of research translation in policing have focused largely on the results of RCTs (Lum, 2009;Tseng, 2010). In my thesis I have, instead, examined the characteristics of the research process itself to establish how it may influence OL, innovation and change in policing. In order to explore the relationship between RCTs and OL, I adopted an integrated theoretical perspective and a mixed methods approach to address my central research questions: how do the attributes of an RCT influence OL processes through the implementation of an RCT, and how do OL processes themselves -knowledge acquisition, dissemination, interpretation and change -influence each other?I introduce OL theory, my research methods and outline my thesis in Chapter One. In Chapter Two, I provide a review of the OL literature and discuss the relevant constructs to emerge ii from my reading. I discuss the development of a heuristic model, the OL Framework...

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Examining organizational learning in schools: The role of psychological safety, experimentation, and leadership that reinforces learning

Cited by 85 publications

References 44 publications

What Factors “Work” for Teacher Organizational Learning in Shanghai Middle Schools? A Grounded Theory Approach

What Factors “Work” for Teacher Organizational Learning in Shanghai Middle Schools? A Grounded Theory Approach

What Makes a School a Learning Organisation?

Randomised controlled trials in policing: an organisational learning perspective

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