From silos to solutions: How one district is building a culture of collaboration and learning between school principals and central office leaders

Smith, Angela K.; Watkins, Karen E.; Han, SangUk

doi:10.1111/ejed.12382

Cited by 12 publications

(9 citation statements)

References 23 publications

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“…Aydin et al (2015) noted the salience of leadership actions in organizational learning and Song et al (2011) highlighted the critical nature of organizational knowledge creation. Similar to Smith et al (2020), the results also shed light on learning-resistant contexts and the difficulties in overcoming these barriers.…”

Section: An Associate Superintendent Chimed Insupporting

confidence: 57%

“…Kools et al (2019) demonstrated that schools as learning organizations are positively associated with staff job satisfaction and schools' responsiveness to staff needs. This study adds to a growing number of studies that have used the DLOQ to unpack the importance and elements of schools as learning organizations (Akram et al, 2013;Aydin et al, 2015;Smith et al, 2020;Song et al, 2011). Aydin et al (2015) noted the salience of leadership actions in organizational learning and Song et al (2011) highlighted the critical nature of organizational knowledge creation.…”

Section: An Associate Superintendent Chimed Inmentioning

confidence: 87%

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Conceptualization and challenges: examining district and school leadership and schools as learning organizations

Welsh¹,

Williams

Bryant³

et al. 2021

TLO

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Purpose Conceptualizing schools as learning organizations provides a potential avenue to meet the pressing challenges of school improvement in the USA. District and school leaders play an important role in creating and sustaining the conditions for a learning organization, yet little is known about how leadership responds to learning-resistant contexts in their mission to improve schools. This study aims to examine the relationship between the district and school leadership and schools as learning organizations. The focus is on the conceptualization of schools as learning organizations and the challenges involved in creating and sustaining conditions and processes in which to improve schools. Design/methodology/approach This paper uses semi-structured interviews with district and school leaders in the state of Georgia and data from completed dimensions of a learning organization questionnaire (DLOQ) study to analyze how district and school leaders conceptualize or make sense of schools as learning organizations and overcome challenges associated with creating and sustaining a learning organization in learning resistant contexts. Findings The analyzes find that participants perceive their school or district as a learning organization when the structure allows others to work together to learn and grow for the benefit of students. Originality/value This study is unique in that it adds to a growing number of studies that examine schools as learning organizations using the DLOQ and sheds light on the nature of learning resistant contexts.

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Section: An Associate Superintendent Chimed Insupporting

confidence: 57%

Section: An Associate Superintendent Chimed Inmentioning

confidence: 87%

Conceptualization and challenges: examining district and school leadership and schools as learning organizations

Welsh¹,

Williams

Bryant³

et al. 2021

TLO

View full text Add to dashboard Cite

show abstract

“…This cooperative approach can hinder knowledge sharing and learning from one another. It would be helpful to select interdependent tasks and to provide clear instructions and scaffolding for collaboration such as collective decision making King Smith et al (2020). Second, our research shows the practical need for instructional strategy to enhance trust among students in a class and a group.…”

Section: Discussionmentioning

confidence: 88%

Social Capital Leveraging Knowledge-Sharing Ties and Learning Performance in Higher Education: Evidence From Social Network Analysis in an Engineering Classroom

Han¹,

Kang³

2022

AERA Open

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With the growing attention to the effective use of social network analysis in explaining student learning in STEM (science, technology, engineering, and mathematics) education, the authors explore why college students share knowledge and how they achieve their learning in a laboratory class. In particular, the authors investigate how the social capital each student builds influences individual knowledge sharing and its related learning. The authors establish a research model derived from social capital theory that explains the relational, structural, and cognitive capital the class builds. Network data from 120 students in a lab class in a mechanical engineering department in the United States were collected and analyzed to test the research model and hypotheses using the multiple regression quadratic assignment procedure and UCINET. The findings show that the knowledge sharing mechanism and student learning outcomes can be explained in terms of their social capital within social networks. Last, the authors discuss the theoretical and practical implications for college student learning in a laboratory class in STEM education.

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“…Thus, they would share competences for data analysis, while remaining accountable for their individual accountability duties towards the CA. In this process, the educational data scientist would create synergies in the database infrastructure, by simplifying the integration of the multiple data sources that each school can access to King Smith et al (2020). The removal of a data silos approach is not only relevant to increase the efficient use of data but also is critical to foster its effectiveness and support student learning (Supovitz and Klein, 2003).…”

Section: Discussion and Concluding Remarksmentioning

confidence: 99%

Data analytics in education: are schools on the long and winding road?

Soncin

Cannistrà

2021

QRAM

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Purpose This study aims to investigate the organisational structure to exploit data analytics in the educational sector. The paper proposes three different organisational configurations, which describe the connections among educational actors in a national system. The ultimate goal is to provide insights about alternative organisational settings for the adoption of data analytics in education. Design/methodology/approach The paper is based on a participant observation approach applied in the Italian educational system. The study is based on four research projects that involved teachers, school principals and governmental organisations over the period 2017–2020. Findings As a result, the centralised, the decentralised and the network-based configurations are presented and discussed according to three organisational dimensions of analysis (organisational layers, roles and data management). The network-based configuration suggests the presence of a network educational data scientist that may represent a concrete solution to foster more efficient and effective use of educational data analytics. Originality/value The value of this study relies on its systemic approach to educational data analytics from an organisational perspective, which unfolds the roles of schools and central administration. The analysis of the alternative organisational configuration allows moving a step forward towards a structured, effective and efficient system for the use of data in the educational sector.

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From silos to solutions: How one district is building a culture of collaboration and learning between school principals and central office leaders

Cited by 12 publications

References 23 publications

Conceptualization and challenges: examining district and school leadership and schools as learning organizations

Conceptualization and challenges: examining district and school leadership and schools as learning organizations

Social Capital Leveraging Knowledge-Sharing Ties and Learning Performance in Higher Education: Evidence From Social Network Analysis in an Engineering Classroom

Data analytics in education: are schools on the long and winding road?

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