An Action-Learning Model to Assist Circuit Teams to Support School Management Teams towards Whole-School Development

Autor/inn/en	Van Der Vort, Geoffrey; Wood, Lesley
Titel	An Action-Learning Model to Assist Circuit Teams to Support School Management Teams towards Whole-School Development
Quelle	In: South African Journal of Education, 36 (2016) 4, Artikel 1327 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Van Der Vort, Geoffrey) ORCID (Wood, Lesley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Educational Change; Experiential Learning; Foreign Countries; Research Design; Qualitative Research; Action Research; School Based Management; Educational Improvement; School Districts; Participant Observation; Focus Groups; Interviews; Workshops; South Africa + Suchen Sie Ihr Suchwort? Bildungsreform; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Forschungsdesign; Qualitative Forschung; Projektforschung; Teaching improvement; Unterrichtsentwicklung; School district; Schulbezirk; Teilnehmende Beobachtung; Interviewing; Interviewtechnik; Lernwerkstatt; Schulung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The Education District and Circuit Offices in South Africa are mandated by the Department of Basic Education to support schools under their jurisdiction. Reasons for the lack of such support to schools have been highlighted in various reports and research findings. This paper examines the role that properly constructed school improvement plans, developed by schools, and circuit improvement plans, developed by the Circuit Team, plays in effective district/circuit support to schools. We report on the construction of a theoretical model to assist Circuit Teams to support School Management Teams of underperforming high schools towards whole-school development in which these improvement plans play a central role. We followed an action research design, employing qualitative data generation and analysis methods. The participating School Management Teams and Circuit Team members attested to the value of the collaborative learning experience which ignited feelings of empowerment and increased cooperation. These findings suggest the value of an action learning approach to the professional development of both School Management Teams and Circuit Team members. The action-learning model that emerged from this collaborative enquiry consists of three distinctive phases, each phase containing a number of specific activities to be implemented in order for schools to progress towards becoming self-managing institutions of learning. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01