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The construction of personal meaning...

Lane, Bruce Allen.

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The construction of personal meaning in the transformation of a school's culture: Three journeys along the pathway of school improvement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The construction of personal meaning in the transformation of a school's culture: Three journeys along the pathway of school improvement./
作者:	Lane, Bruce Allen.
面頁冊數:	603 p.
附註:	Source: Dissertation Abstracts International, Volume: 61-11, Section: A, page: 4244.
Contained By:	Dissertation Abstracts International61-11A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9996649
ISBN:	0493045252

The construction of personal meaning in the transformation of a school's culture: Three journeys along the pathway of school improvement.
Lane, Bruce Allen.

The construction of personal meaning in the transformation of a school's culture: Three journeys along the pathway of school improvement. - 603 p.

Source: Dissertation Abstracts International, Volume: 61-11, Section: A, page: 4244.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2001.

Using an eight month, quasi-fieldwork approach and depth interviews this study examined how the staff of Pioneer Station High School constructed personal meaning for a decade long district initiative to restructure their school using outcomes-based education. Although the district provided a single pathway for schools to follow, three unique journeys were identified. The members of the guidance department took a very political journey as they redefined their services and established a nationally recognized outcomes-based developmental guidance program. The Instructional Action Planning Team took a journey of visionary shared peer leadership as they implemented their school's general learner outcomes validation system. An art teacher took a journey of thoughtful opposition as he tried to protect and promote his vision for a student-centered, creative program of art education that allowed his students greater self-expression.

ISBN: 0493045252Subjects--Topical Terms:

626645
Education, Administration.

The construction of personal meaning in the transformation of a school's culture: Three journeys along the pathway of school improvement.
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245 1 4 $a The construction of personal meaning in the transformation of a school's culture: Three journeys along the pathway of school improvement.
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500 $a Adviser: Thomas McGreal.
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520 $a Using an eight month, quasi-fieldwork approach and depth interviews this study examined how the staff of Pioneer Station High School constructed personal meaning for a decade long district initiative to restructure their school using outcomes-based education. Although the district provided a single pathway for schools to follow, three unique journeys were identified. The members of the guidance department took a very political journey as they redefined their services and established a nationally recognized outcomes-based developmental guidance program. The Instructional Action Planning Team took a journey of visionary shared peer leadership as they implemented their school's general learner outcomes validation system. An art teacher took a journey of thoughtful opposition as he tried to protect and promote his vision for a student-centered, creative program of art education that allowed his students greater self-expression.
520 $a These three stories revealed that individuals experienced the change process through a number of activities. Staff members were observant listeners to the formal, informal and internal voices that accompanied the change process. They did the tasks of communicating, creating work products, learning new skills, and assuming leadership roles required by the change process. They responded to their feelings of alignment or non-alignment, support or negative labeling, recognition or withdrawal that their experience created. Meanings for these experiences were constructed by: recalling relevant information from their biographical and cultural stocks of knowledge, asking basic questions in order to understand the events, asking comparative questions to check the alignment of the event to their personal and work lives, responding to the themes of their school's subculture of resistance, backtracking when necessary to remain in alignment with the district, choosing the roles of leadership or subversion, and dealing with the ultimate abandonment of the change.
520 $a The study recommends that administrators rethink the traditional, single-reality, cause-effect world view and consider a constructivist world view that supports the existence of multiple realities, multiple paths to understanding, and the possibility of influencing rather than directing change. It outlines a framework for constructing a better understanding of the change process, and it cautions administrators to respect the power of the culture of their schools.
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