details
Title |
Diagnosing and Supporting a Culture of Organizational Learning in Scottish schools |
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Authors | Boreham, Nick; Reeves, Jenny |
Source | Zeitschrift für Pädagogik 54 (2008) 5, S. 637-649 |
Document | full text (444 KB) |
License of the document | In copyright |
Keywords (German) | Empirische Untersuchung; Fragebogenerhebung; Schule; Schulentwicklung; Schulleiter; Primarbereich; Sekundarbereich; Lehrer; Schülerleistung; Lernkultur; Steuerung; Lernende Organisation; Großbritannien; Schottland |
sub-discipline | Intercultural and International Comparative Educational Research Empirical Educational Research |
Document type | Article (journal) |
ISSN | 0044-3247; 00443247 |
Language | English |
Year of creation | 2008 |
review status | Peer-Reviewed |
Abstract (English): | This paper reports an empirical study of the extent to which the 93 schools in a Scottish education authority were 'learning organizations'. A 22 item questionnaire to assess learning organization culture, defined as shared vision, openness to criticism, knowledge sharing and administrative support, was distributed to school staff. Analysis of the 753 replies indicated an overall conviction that these schools werde learning organizations, although school leaders were more likely to believe this than class teachers, and primary teachers more than teachers in secondary schools. The exception was the item 'opportunity to discuss best practice with staff from other schools', which the majority of staff believed was limited. Measures were developed to strengthen this aspect of the education authority's culture. (DIPF/Orig.) |
other articles of this journal | Zeitschrift für Pädagogik Jahr: 2008 |
Statistics | Number of document requests |
Checksums | checksum comparison as proof of integrity |
Date of publication | 22.11.2011 |
Citation | Boreham, Nick; Reeves, Jenny: Diagnosing and Supporting a Culture of Organizational Learning in Scottish schools - In: Zeitschrift für Pädagogik 54 (2008) 5, S. 637-649 - URN: urn:nbn:de:0111-opus-43688 - DOI: 10.25656/01:4368 |