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Constructing school organization thr...

Brandt, Nolia C.

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Constructing school organization through metaphor: Making sense of school reform.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Constructing school organization through metaphor: Making sense of school reform./
作者:	Brandt, Nolia C.
面頁冊數:	245 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-12, Section: A, page: 4407.
Contained By:	Dissertation Abstracts International65-12A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3156057
ISBN:	0496167510

Constructing school organization through metaphor: Making sense of school reform.
Brandt, Nolia C.

Constructing school organization through metaphor: Making sense of school reform. - 245 p.

Source: Dissertation Abstracts International, Volume: 65-12, Section: A, page: 4407.

Thesis (Ph.D.)--The Florida State University, 2004.

Constructing School Organization Through Metaphor: Making Sense of School Reform is an in-depth case study of a K--12 laboratory school affiliated with a major state university. The school was undergoing a series of significant changes, mainly due to mandates brought about through educational reform policy and the upcoming loss and replacement of their school facilities.

ISBN: 0496167510Subjects--Topical Terms:

626645
Education, Administration.

Constructing school organization through metaphor: Making sense of school reform.
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245 1 0 $a Constructing school organization through metaphor: Making sense of school reform.
300 $a 245 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-12, Section: A, page: 4407.
500 $a Adviser: Carolyn D. Herrington.
502 $a Thesis (Ph.D.)--The Florida State University, 2004.
520 $a Constructing School Organization Through Metaphor: Making Sense of School Reform is an in-depth case study of a K--12 laboratory school affiliated with a major state university. The school was undergoing a series of significant changes, mainly due to mandates brought about through educational reform policy and the upcoming loss and replacement of their school facilities.
520 $a The study provides insights into how metaphor and rhetoric were used by educators and others to help construct the social reality of their school, a reality played out through the school's culture.
520 $a The researcher's intention was accomplished---i.e., to examine and consider how the institutional arguments, as reported by stakeholders in the organization, were negotiated through a complex, interactive process.
520 $a As a way of looking at people's behavior, organizations, and life constructs, metaphors serve as tools for understanding, identifying, and describing how educators within the school perceive and construct their organization and manage their work lives. Educators use metaphor to construct their realities of themselves as professionals and of their school as an organization, to share beliefs and realities with others, and to influence decisions.
520 $a The narratives describe and give insights into how people in the organization used metaphors to organize their structures and work, and to negotiate, manage, construct, and deal with their realities and relationships with each other.
520 $a While the school's Director focused on organizational metaphors, the teachers were focused on person-centered metaphors.
520 $a The metaphor of democracy, which is important to site-based management such as the school had, was jeopardized by a lack of participation across stakeholders such as parents, teachers, and students.
520 $a Communications appeared to be one of the biggest barriers to effecting change, and the reasons for communication breakdowns were varied.
520 $a Change brought on other challenges as well: those who taught core or state-tested disciplines were challenged to cover all of the requirements and still keep their teaching engaging, up-to-date, and meaningful.
520 $a Although educators focused mainly on the stressors caused by change when questioned about change during the interviews, the majority of them behaved in the sharing and interactive ways of a learning organization. At the same time that the school had most of the attributes of a learning organization, most of the educators did not appear to understand key points of this type organization, particularly that chaos is real and embraceable, that change is constant, quick, and part of an everyday process. (Abstract shortened by UMI.)
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790 1 0 $a Herrington, Carolyn D., $e advisor
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791 $a Ph.D.
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