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ERIC Number: EJ1023677
Record Type: Journal
Publication Date: 2013
Pages: 29
Abstractor: As Provided
Reference Count: 83
ISBN: N/A
ISSN: ISSN-1570-0763
Rethinking Knowledge Management: Strategies for Enhancing District-Level Teacher and Leader Tacit Knowledge Sharing
Edge, Karen
Leadership and Policy in Schools, v12 n3 p227-255 2013
Grounded within knowledge management (KM) theory and conceptions of tacit and explicit knowledge, this article draws on historical evidence from the Early Years Literacy Project (EYLP), a four-year instructional renewal strategy implemented across 100 schools in a large Canadian school district. The EYLP management approach included a series of interconnected crosscutting committees supporting powerful knowledge-sharing opportunities. The factors influencing tacit knowledge sharing and the unanticipated consequences for program implementation are explored. Finally, the implications of the findings for research and practice related to tacit and explicit knowledge and KM are discussed, along with recommendations for future research and practice.
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada (Toronto)