dc.contributor.author |
Millward, Pamela |
en |
dc.contributor.author |
Timperley, Helen |
en |
dc.date.accessioned |
2011-12-12T19:31:31Z |
en |
dc.date.issued |
2010 |
en |
dc.identifier.citation |
Journal of Educational Change 11(2):139-155 2010 |
en |
dc.identifier.issn |
1389-2843 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/9983 |
en |
dc.description.abstract |
Three organizational learning mediation processes are proposed as mechanisms for organizational change in this article. These include instructional leadership, tight coupling and boundary spanning. Whilst each of these processes has received attention in the research literature, we propose that their power arises from their particular combination rather than the occurrence of each in isolation. We illustrate the ways in which these processes might combine to create an organizational learning environment required for the kind of changes needed to raise student achievement. We do this with reference to a case study of a New Zealand school that dramatically improved the learning outcomes of students in reading. We describe the practices of a new principal, who was relatively inexperienced in school management but experienced in curriculum leadership. The case study illustrates how through her instructional leadership the principal was able to span the boundaries of her organization so that within a relatively short space of time the school became a more tightly coupled system that learnt to improve the learning outcomes of its students. |
en |
dc.publisher |
Springer Verlag (Germany) |
en |
dc.relation.ispartofseries |
Journal of Educational Change |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://www.sherpa.ac.uk/romeo/issn/1389-2843/ |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.title |
Organizational learning facilitated by instructional leadership, tight coupling and boundary spanning practices |
en |
dc.type |
Journal Article |
en |
dc.identifier.doi |
10.1007/s10833-009-9120-3 |
en |
pubs.issue |
2 |
en |
pubs.begin-page |
139 |
en |
pubs.volume |
11 |
en |
dc.rights.holder |
Copyright: Springer Verlag (Germany) |
en |
pubs.end-page |
155 |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/RestrictedAccess |
en |
pubs.subtype |
Article |
en |
pubs.elements-id |
92780 |
en |
pubs.org-id |
Education and Social Work |
en |
pubs.org-id |
Education and Social Work Admn |
en |
pubs.record-created-at-source-date |
2010-09-01 |
en |