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ERIC Number: EJ1111664
Record Type: Journal
Publication Date: 2014-Jan
Pages: 24
Abstractor: As Provided
ISSN: EISSN-2014-9018
Accreditation Routines in a Demoralized School: Repairing, Expanding, and Striving for Improvement
Enomoto, Ernestine K.; Conley, Sharon
International Journal of Educational Leadership and Management, v2 n1 p74-96 Jan 2014
The purpose of this paper is to explore how accreditation processes aided a school principal in making reform happen. Using routinized action theory (Feldman, 2000), we examined how the routines in school accreditation were used to transform what had been a demoralized, low performing middle school. This theoretical lens is important as it demonstrates that routinized actions can offer more than stabilizing elements in a school organization but also help administrators seeking to make change. We begin by describing the setting of Ironwood Middle School, presenting the research inquiry methods, and examining how accreditation processes enabled the school to move forward in the face of uncertainty and instability.
Hipatia Press. Claramunt, 4, Local 2 08030, Barcelona, Spain. Tel: +34-93-302-1226: e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A