Challenges with Mission, Vision, and Change in a 1:1 School: A Faction Analysis

Autor/inn/en	Cho, Vincent; Hamilton, Erica R.; Tuthill, Kaitlyn F.
Titel	Challenges with Mission, Vision, and Change in a 1:1 School: A Faction Analysis
Quelle	In: Journal of Educational Administration, 57 (2019) 1, S.68-84 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cho, Vincent)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-05-2018-0089
Schlagwörter	Institutional Mission; Educational Objectives; Social Networks; Network Analysis; Handheld Devices; Social Justice; Discourse Communities; Educational Change; Technology Integration; Educational Practices; Educational Technology + Suchen Sie Ihr Suchwort? Educational objective; Bildungsziel; Erziehungsziel; Social network; Soziales Netzwerk; Netzplantechnik; Soziale Gerechtigkeit; Bildungsreform; Bildungspraxis; Unterrichtsmedien
Abstract	Purpose: Although organizational visions can guide everyday work, little is known about how visions relating to non-academic goals, such as social justice, might be integrated into educators' technology practices. The purpose of this paper is to describe and analyze one school's 1:1 iPad initiative, including the potential role played by the school's social justice mission. Design/methodology/approach: This mixed-methods case study drew upon data collected in a 1:1 school enrolling approximately 1,500 students. In total, approximately 138 educators responded to the online survey, and 18 educators participated in interviews. Social network analysis (SNA) techniques (i.e. faction analysis) and analysis of variance helped to describe educators' instructional practices and attitudes involving iPads, including the extent to which devices were used in alignment with the school's mission and vision. Findings: Lacking a centralizing core of actors, the school was found to be divided into nine distinct, cohesive subgroups (i.e. factions). Statistically significant differences were found among these communities of discourse. Leaders' lack of centrality in school change, especially as it related to helping teachers envision ways to connect mission with practices, may have hindered technology integration and instructional innovation. Originality/value: Whereas prior research has described the centralizing role leaders may play in 1:1 initiatives, this study demonstrates how a lack of centralized leadership structures may adversely impact a sense of mission, and ultimately, technology integration. Moreover, this study advances the use of SNA methodologies in studies of leadership, especially the use of latent, underlying communities of discourse as categories for further analysis. As such, the authors discuss recommendations for leaders regarding the development of cohesion around issues of mission, vision and technology integration. Further, the authors point toward ways in which scholars might conceptualize about technologically supported educational change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01