Literaturnachweis - Detailanzeige
| Autor/in | Millians, Emily Elaine |
|---|---|
| Titel | Engaging the Organization as a Complex Adaptive System: A Case Study of a School Leadership Team Seeking Instructional Change |
| Quelle | (2022), (133 Seiten)
PDF als Volltext Ed.D. Dissertation, Fielding Graduate University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-2099-1009-1 |
| Schlagwörter | Hochschulschrift; Dissertation; Organizational Change; Educational Change; Leadership; Instruction; Instructional Improvement; Systems Approach; Change Strategies; High Schools; Educational Practices |
| Abstract | The goal of this study was to learn how school leaders in a complex adaptive system that is a suburban public high school influenced a process of adaptive change to the instructional core and how they were influenced by the process. For many years, U.S. public school leaders have faced challenges from the rapid pace of change in their internal and external environments, including accelerating technological developments, rising social and economic inequality, and the changing demographics of students. These challenges call on school leaders, their teachers, and staff to respond adaptively to situations for which their systems were not designed and that their predecessors did not face. As a result, many school leaders have struggled to make substantive and sustained adaptive changes, particularly in the school's teaching and learning core, that would allow them to serve their 21st-century students. This qualitative study utilized a combination of archival and documentary data, collected from its single participant (the researcher) and generated based on its case study, appreciative inquiry, and narrative inquiry frameworks. The data were analyzed through a combination of coding strategies. The findings showed that, when supported, school leaders, both formal and informal, could mobilize the institution and its stakeholders to function more effectively as a complex adaptive system. School leaders' use of organizational and interactional tools such as appreciative inquiry and data presentation and dissemination to support elements of a complex adaptive system (e.g., networking, collaborating, storytelling) in addition to data-driven school-wide and classroom-level experiments, prompted teachers, counselors, social workers, and psychologists to become leaders in their own right as they responded to adaptive challenges and made positive changes in the instructional core. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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