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ERIC Number: ED422605
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 46
Abstractor: N/A
Reference Count: N/A
Individual and Organizational Learning during Systemic School Improvement.
Flanders, Anne K.; Wick, John
To explore the degree to which schools change, an analysis of how systemic participants (external agencies, the school, and individuals in the school) facilitate or constrain the rate of change is offered. Change, or learning, was assessed by following schools' and reviewers' use of an accrediting agency's criteria for school improvement, in this case, expectations for the improvement of student learning set by schools initiating Outcomes Accreditation (OA) with the North Central Association. OA is based on meeting criteria for the improvement of student learning. Therefore, setting rigorous goals for improved learner outcomes was the primary focus of schools' activities leading up to implementation in the school. Schools participating in field testing prior to the formalization of OA guidelines provided a baseline for comparisons. Assimilation and use of OA criteria in goal statements and peer evaluations were assumed to be an indicator of organizational and individual learning. Three questions guided the research: Did the schools and peer reviewers learn to use the criteria? How does change in use of the criteria develop? and Did school characteristics or factors in the school's environment facilitate or constrain the rate of change? Results revealed that time was the most important ingredient for improved use of the criteria by schools and by reviewers. Two appendices feature improvement target areas and a template used to assess goals and compliance. (Contains 22 references.) (RJM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A