Organizational Learning: Improving Learning, Teaching, and Leading in School Systems

Collinson, Vivienne; Cook, Tanya

doi:10.4135/9781452225890

Cited by 62 publications

(19 citation statements)

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“…The process from intervention to realizing organizational routines has proven to be difficult. On the basis of the number of school staff members working with the data use intervention, we could cautiously conclude that the transfer of the intervention from the individual to the institutional level differs from school to school and often proves to be challenging, as others have found as well (Akkerman & Bakker, 2011;Collinson & Cook, 2006;Gaikhorst et al, 2018).…”

Section: Intervention Sustainable On Both Its Methods and Its Underly...mentioning

confidence: 99%

Distinguishing aspects of sustainability

et al. 2022

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Many innovations that are implemented in schools are initially successful, but fail to become part of the schools’ habits and routines. Relatively little research has followed innovations in schools for a long(er) time. In addition, few reforms last long enough to be studied longitudinally. In this exploratory study, the authors aim to find a way to quantitatively measure the degree of sustainability of a data use intervention three to eight years after its initial implementation. Sustainability in this study was defined as ‘…the process of integrating and scaling the innovation’s core aspects in organizational routines that are adaptive to ongoing work, with continuing improvement of results’. A distinction was made between sustainability of the method and sustainability of the underlying goal of the data use intervention. A cluster analysis showed that schools can be categorized into four degrees of sustainability. A general view of the data indicated that the core components were present to varying degrees. Radar charts have been made and provided more insight. The process from organizational routines, and transfer of the intervention from the individual to the institutional level realizing organizational routines differs from school to school. The answer to the question as to whether an intervention has been sustained is not a simple yes or no. Sustainability is nuanced and can come in different forms. Measuring sustainability in a quantitative way contributes new perspectives and insights. With those insights further research can be done.

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Section: Intervention Sustainable On Both Its Methods and Its Underly...mentioning

confidence: 99%

Distinguishing aspects of sustainability

et al. 2022

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“…Oznacza to współtworzenie przez nauczycieli zaawansowanego ciągłego uczenia się, a także możliwość angażowania się w dialog i badania w celu tworzenia nowej wiedzy. Wzrasta potencjał i możliwości pracy zespołowej, rozpowszechniania wiedzy i wkładu w ciągłe doskonalenie swoje, swoich kolegów i organizacji (Collinson, Cook, 2007).…”

Section: Paradygmaty Reform Edukacyjnych -Trzy Fale Reformunclassified

Teachers Professionalism of the Third Wave on Educational Reforms

Grabarek

2022

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Celem artykułu jest wskazanie pożądanego w środowisku szkolnym nowego modelu profesjonalizmu nauczycieli z uwzględnieniem kontekstu uwarunkowań jako kontekstu aplikacyjnego. W tym celu przeprowadzono krytyczną dyskusję na temat wpływu kontekstów politycznych kształtujących w wyniku reform pracę nauczycieli na całym świecie. Artykuł rozpoczyna się od dyskusji na temat tego, co należy rozumieć przez określenie "czasy zglobalizowane". Wskazano również na wybrane definicje globalizacji, z uwzględnieniem jej oddziaływania w przestrzeni edukacyjnej. Następnie wykazano główne paradygmaty refom edukacyjnych, które zaistniały w historycznym kontekście na arenie międzynarodowej, oddając obraz trzech fal reform. Na uzyskanej podbudowie zaproponowano model nowego profesjonalizmu nauczycieli "trzeciej fali" jako fundamentalny w kształtowaniu jakości pracy nauczycieli i funkcjonowania szkoły.Słowa kluczowe: profesjonalizm nauczycieli; nowy model profesjonalizmu nauczycieli; reformy edukacyjne; globalizacja EDUKACJA TO ZMIANA Nauczyciele żyją i pracują w bardzo złożonym świecie, w którym pośredniczą areny polityczne, społeczne i edukacyjne, a ich siła wydaje się stale rosnąć. Choć nie wyklucza to uprawnień narodów lub państw do kształtowania rodzimej polityki edukacyjnej, to nie sposób dzisiaj podważyć wpływu czynników i siły globalizacji na codzienność szkolną oraz na procesy zachodzące w jej ramach.

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“…On the other hand, according to Collinson and Cook [56] there exist four major schools of thought in the area of OL, these of Argyris and Schön, Draft and Weick, Fiol and Lyles and finally Levitt and March, which all four schools are surveyed in this study.…”

Section: Organizational Learningmentioning

confidence: 99%

“… "is the deliberate use of individual, group, and system learning to embed new thinking and practices that continuously renew and transform the organization in ways that support a shared aim" [56].…”

Section: Organizational Learningmentioning

confidence: 99%

“…The second assessed group is a software development team, Team 2, consisting of 14 to 20 members, primarily Computer Engineers. The assessed project of Team 2 is the Juridical Automation System (JAS) that allows companies to 56 Due to request by the organization, the name of the organization is not revealed in this research. Instead, the appellative "Organization X" has been used throughout the document.…”

Section: Case Studymentioning

confidence: 99%

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4. Development Organizations

2013

Finding a Way in International Development

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pagesKnowledge is one of the most important assets of an organization that directly affects business success, and its importance increases for organizations that use knowledgeintensive processes such as the software development industry. In an industry in which technological developments are rapid, in order to keep up with the continuously increasing competition and to obtain competitive advantage the software organizations need to obtain the correct knowledge, use it efficiently and pass it to future projects evolving it accordingly. The major aim of this research is to propose a novel model, namely AiOLoS, for assessing the level of organizational learning and learning characteristics in software development organizations. The primary contributions of this two-legged AiOLoS model are the identification of the major process areas and the core processes that a learning software organization METU/II-TR-2012-02 iii follows during its organizational learning process and to provide the necessary measures and metrics and the corresponding definitions/interpretations for the assessment of the learning characteristics of the software development organization.The research is supported with a multiple case-study work conducted in software development teams in order to identify the mapping of the core processes and the applicability of the AiOLoS model to software development organizations, its utilization as a tool for assessing organizational learning and providing a basis for software process improvement.

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Organizational Learning: Improving Learning, Teaching, and Leading in School Systems

Cited by 62 publications

References 0 publications

Distinguishing aspects of sustainability

Distinguishing aspects of sustainability

Teachers Professionalism of the Third Wave on Educational Reforms

4. Development Organizations

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