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ERIC Number: ED449139
Record Type: Non-Journal
Publication Date: 2000-Feb-22
Pages: 92
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Schools as Learning Organizations: A Review of the Literature. The Creation of High-Performance Schools through Organizational and Individual Learning (Part One of Three).
Cibulka, James; Coursey, Sharon; Nakayama, Michelle; Price, Jeremy; Stewart, Shelley
This literature review provides a policy-oriented overview of the major work on schools as learning organizations. It is representative of the literature through 1999. The first section, "Learning Organizations in Non-School Settings," discusses what organizational literature has to offer the discussion of learning communities or learning organizations. It highlights definitions of organizational learning; individual and group learning; cognition and behavior as objects of attention; knowledge and skills or values and attitudes; open system requirements in learning organizations; structural and interpretive approaches; and knowledge as description or prescriptions for improvement. The second section, "Learning Organizations in School Settings," reviews educational literature that relates to learning communities, looking first at individual learning perspectives of students and teachers and then at the collective learning in schools. The third section, "Contextual Factors Affecting Learning Communities: Policy and Leadership," discusses contextual factors affecting learning communities in schools, namely, the policy context and changing leadership requirements. The conclusion draws parallels between the two broad literatures, points out disagreements and gaps in the knowledge base, and names issues requiring further investigation. (Contains approximately 434 bibliographic references.) (SM)
For full text: http://www.ericsp.org/digests/ProfDevLitRev.htm.
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Partnership for Excellence and Accountability in Teaching, Washington, DC.