School Restructuring in Practice: Reckoning with the Culture of School

Heckman, Paul E.

doi:10.1177/105678799300200305

Cited by 24 publications

(16 citation statements)

References 23 publications

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“…Culture change strategies found in the literature (e.g., Brown, 1965;Kilmann, 1984;Schein, 1996) commonly recognize that the process requires visualizing a destination and developing a plan for reaching it. In the case of public education, visioning and planning should be inclusive activities; to meet this expectation, superintendents must engage stakeholders in discussion of seemingly intractable governance, power, and organizational design problems (Carlson, 1996;Heckman, 1993). Clearly though, reform discussions in local districts will not be productive if the participants believe that substantial change is neither necessary nor politically advantageous (Sarason, 1996;Streitmatter, 1994).…”

Section: Pursuing Reform In An Information-based Societymentioning

confidence: 96%

Evolution of the School Superintendent as Communicator

Kowalski¹

2005

Communication Education

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Normative communicative behavior for school superintendents appears to have evolved as a set of role-related and context-dependent skills. The efficacy of this situational perspective, however, is questionable in relation to current conditions in society and public schools. The superintendency has evolved through four traditional conceptualizations: superintendent as a teacher of teachers, as manager, as statesman, or as applied social scientist. Experience arising from the current school reform movement demonstrates that relationship-enhancing communication rather than top-down dicta are necessary for advancing educational agendas. National standards documents governing the training and qualifications of school superintendents do allude to communication competence, but provide inadequate foundation or elaboration. In particular, movement toward improving superintendent communication competence is attenuated by three deficiencies: (1) the failure to define competency in relation to this position, (2) the absence of curricular guidelines for achieving competency, and (3) the absence of criteria for assessing competency. Current theory and research provide avenues for elevating the value placed on communication in professional preparation for school superintendents.

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Section: Pursuing Reform In An Information-based Societymentioning

confidence: 96%

Evolution of the School Superintendent as Communicator

Kowalski¹

2005

Communication Education

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“…Deal ve Peterson (1990) okul kültürünü, okulun tarihi boyunca üretilen değerler, inançlar ve gelenekler kalıbı olarak tanımlar. Heckman (1993), okul kültürünün öğretmenlerin, öğrencilerin ve idarecilerin eylemlerini yönlendiren bir dizi ortak değeri ifade ettiğini vurgulamıştır. Stolp ve Smith (1995) ise okul kültürünü, okul üyeleri tarafından farklı algılanmasına rağmen, tarihsel olarak aktarılan normları, değerleri, inançları, gelenekleri ve mitleri içeren bir anlamlar kümesi olarak tanımlamışlardır.…”

Section: Okul Kültürüunclassified

How Leadership, School Culture, Collective Efficacy, Academic Self-Efficacy, and Socioeconomic Status Affect Student Achievement

Bozkurt

Çoban

Özdemir

et al. 2021

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“…It can be defined as ''the way we do things around here'' (Deal & Kennedy, 1983). Much evidence shows that school success depends on its organizational culture (Cheng, 1993;Dalin & Rolff, 1993;Deal, 1993;Fullan, 1992Fullan, , 2001Hargreaves, 1995;Heckman, 1993;Hoffman, Sabo, Bliss & Hoy, 1994;Leithwood & Aitken, 1995;Leithwood, Jantzi & Steinbach, 1999a, Schein, 1992Yu, 2002;Yu, Leithwood & Jantzi, 2002). Some aspects of school culture are conducive to the implementation of SBM such as shared vision and values, strong collaboration teamwork, and student-centred style of teaching, etc.…”

Section: Organizational Culturementioning

confidence: 95%

Implementation of School-Based Management in Hong Kong: Recent Development and Future Challenges

2005

J Educ Change

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Since 2000, all schools in the public sector in Hong Kong have implemented school-based management. However, it is only recently that the government has passed a new bill to enforce the setting up of a mandated structure of the school-based council in schools. Many school sponsoring bodies are worried about a possible diminution of their control as a result of the new management committee structure. At individual school level, the readiness of school principals, teachers and parents seems to be the core of the question. Principals' transformational and curriculum leadership in local schools seems to be weak. As a result, policy-makers attempt to work out ways to enhance the implementation of school-based management by providing training for school managers, promoting home-school relations and encouraging the professional development for principals. In addition, there is a need to enhance leadership development for supervisors and middle managers. Future challenges to schools include carrying out a smooth transformation of the present school management structure to the required incorporated management committees, effective implementation of school-based management under the new bill and quality training for other stakeholders.

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School Restructuring in Practice: Reckoning with the Culture of School

Cited by 24 publications

References 23 publications

Evolution of the School Superintendent as Communicator

Evolution of the School Superintendent as Communicator

How Leadership, School Culture, Collective Efficacy, Academic Self-Efficacy, and Socioeconomic Status Affect Student Achievement

Implementation of School-Based Management in Hong Kong: Recent Development and Future Challenges

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