Systemwide reform under pressure: a global perspective on learning and change

Systemwide reform under pressure: a global perspective on learning and change Purpose – The purpose of this paper is to present the author's commentary on the special issue of Journal of Educational Administration entitled “Systemwide reform: examining districts under pressure”. Design/methodology/approach – In framing her reflections, the author has looked across the five articles in the special issue, pulling out a number of themes from the perspective of her interest in capacity for learning. This interest stems from involvement over many years in research and development in school improvement and its leadership, and the conclusion that real and meaningful educational change requires much more than superficial tinkering with structures and practices in schools and districts. Findings – The author's comments draw heavily from her own context, England where, it could be argued, an educational policy “experiment” is taking place but she also refers to other countries’ approaches and experiences. Originality/value – The author's own work is underpinned by social and organizational learning theories, and so she welcomes the diversity of theoretical and methodological perspectives taken by the authors in this special issue in helping to view the special issue topic from different angles. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Educational Administration Emerald Publishing

Systemwide reform under pressure: a global perspective on learning and change

Journal of Educational Administration, Volume 51 (4): 7 – Jun 28, 2013

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Publisher
Emerald Publishing
Copyright
Copyright © 2013 Emerald Group Publishing Limited. All rights reserved.
ISSN
0957-8234
D.O.I.
10.1108/09578231311325712
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to present the author's commentary on the special issue of Journal of Educational Administration entitled “Systemwide reform: examining districts under pressure”. Design/methodology/approach – In framing her reflections, the author has looked across the five articles in the special issue, pulling out a number of themes from the perspective of her interest in capacity for learning. This interest stems from involvement over many years in research and development in school improvement and its leadership, and the conclusion that real and meaningful educational change requires much more than superficial tinkering with structures and practices in schools and districts. Findings – The author's comments draw heavily from her own context, England where, it could be argued, an educational policy “experiment” is taking place but she also refers to other countries’ approaches and experiences. Originality/value – The author's own work is underpinned by social and organizational learning theories, and so she welcomes the diversity of theoretical and methodological perspectives taken by the authors in this special issue in helping to view the special issue topic from different angles.

Journal

Journal of Educational AdministrationEmerald Publishing

Published: Jun 28, 2013

Keywords: Educational administration; Educational innovation; Schools; United States of America; United Kingdom; Global learning; Global change; Systemic reform; Pressure to reform; Educational reform

References

  • Professional learning communities: a review of the literature
    Stoll, L.; Bolam, R.; McMahon, A.; Wallace, M.; Thomas, S.
  • Capacity building for school improvement or creating capacity for learning? A changing landscape
    Stoll, L.

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