School leaders as agents of change : a case study on how two head teachers are trying to implement the learning study method in their school

This paper seeks to describe and discuss the impact of inspections of schools in Sweden. It outlines the political context, based on New Public Management (NPM) theory, according to what role the Schools Inspectorate is supposed to play in order to govern and control. Attention is also devoted, referring an on-going case study, to how inspections influence head teachers and their leadership in their everyday work.   Reports from the Schools inspectorate are public. This forces both politicians and head teachers to take measures. In this case, the head teachers perceived that the inspection reports confirmed what they already knew, but it also gave them an alibi and a tool to push their teachers to take part in everyday school development work. During the first year after the inspection the head teachers mainly strived to adjust formal deficiencies in local steering documents. However, some of the deviations reported from the Schools inspectorate are regarding pedagogical problems that are complicated and difficult to handle. As interventions in many cases will show up much later the results are, for example as increased goal fulfilment, in this case, still an open question. Nevertheless, it seems obvious that the Schools Inspectorate must be seen as a result of the governing philosophy that denotes New Public Management NPM).

Learning and technical change in the steelplant of Acindar, SA in Rosario, Argentina

Includes bibliography

Adaptation to climate change in megacities of Latin America: Regional Learning Network of the research project ClimateAdaptationSantiago (CAS)

The main objective of this publication is to document the current state of urban climate change adaptation practice in Latin America. It is a summary of the three workshops of the Regional Learning Network that was set up under the ClimateAdaptationSantiago project (CAS), encompassing six large Latin American cities (Bogotá, Buenos Aires, Lima, Mexico City, São Paulo and Santiago). It aims to synthesize information on the manifestations and impacts of climate change in those Latin American cities that participated in the network, and above all, governance in the form of concrete actions. The publication is based on information obtained from the participants in the three workshops, but also includes additional scientific input and reflections by the editors. All of this information makes a major contribution to highlighting the different paths these six cities are pursuing in response to climate change. To that end, the publication discusses the various courses of action on climate change adaptation, with the aim of learning from these cases and highlighting practical examples.

Assessing the Influence of Brain-based Instructional Methods and Its Impact on Systemic Change for Learning Communities

Background: As scholars who prepare future school leaders to be innovative instructional leaders for their learning communities, we are on the verge of a curriculum design revolution. The application of brain research findings promotes educational reform efforts to systemically change the way in which children experience school. However, most educators, school leaders, board members, and policy makers are ill prepared to reconsider the implications for assessment, pedagogy, school climate, daily schedules, and use of technology. This qualitative study asked future school leaders to reconsider how school leadership preparedness programs prepared them to become instructional leaders for the 21st century. The findings from this study will enhance the field of school leadership, challenging the current emphasis placed on standardized testing, traditional school calendars, assessments, monocultural instructional methods, and meeting the needs of diverse learning communities. [See PDF for complete abstract]

Learning through Listening: Conversations for Strategic Change in a Healtcare Provider

The aim of this paper is investigate the role of conversation in strategic change so as to enhance both theory and practice in this respect. As an investigation on how conversations shape change processes in practice, we reflect on an interpretive case study in a health care organization. Through an OD project complemented by semi-structured interviews with participants, we gained a set of data and experiences that allows us to inquire into the relationship between conversations and change in more depth.

Constraints to organizational learning during major change at a mental health services facility

This paper explains what happened during a three years long qualitative study at a mental health services organization. The study focuses on differences between espoused theory and theory in use during the implementation of a new service delivery model. This major organizational change occurred in a National policy environment of major health budget cutbacks. Primarily as a result of poor resourcing provided to bring about policy change and poor implementation of a series of termination plans, a number of constraints to learning contributed to the difficulties in implementing the new service delivery model. The study explores what occurred during the change process. Rather than blame participants of change for the poor outcomes, the study is set in a broader context of a policy environment—that of major health cutbacks.

Maintaining the change: Studying and supporting teaching for new learning

Teacher educators who advocate new learning approaches hope that their graduates will address the needs of digitally and globally sophisticated students. A critical, enquiry-based framework for teaching attempts to unravel many traditional assumptions about learning, assumptions which continue to shape preservice teachers’ practices even through early career years. Evidence in relation to effective take up of New Learning education approaches by graduates is sparse. This paper will explore how three teacher educators attempt to wrestle with ways New Learning frameworks can transform outmoded yet embedded views in beginning teachers. They ask: Can changed approaches be consolidated and mobilised against some of the adverse conditions that predominate in schools? And if this is possible, what support might be required for beginning teachers who are struggling to implement a change process

Technological and organisational change in small- to medium-sized manufacturing companies:a learning organisation perspective

This paper examines the extent to which a learning organisation perspective is attainable in small- to medium-sized manufacturing companies. An audit tool is developed from the literature on organisational learning and recognised processes that lead towards becoming a learning organisation. The paper focuses on the application of the audit tool in three UK automotive component suppliers which are all experiencing pressures for change imposed by the major vehicle manufacturers. The main changes are concerned with tiering of the supply chain and substantial delegation of responsibilities to component suppliers including an increasing emphasis on innovation and continuous improvement. The companies presented in the paper are taken from a research project into the impact of changes in supply chain relationships on the operation of small- and medium-sized manufacturing firms in the West Midlands region of the UK. The ways in which the companies are responding to change are presented together with the results of a self-assessment using the developed audit tool. These results suggest that companies of this type tend to focus on change in those areas that involve least challenge to the established power and authority of management.

Action research at the Sea Fish Industry Authority:improving the quality of our knowing- how do practices achieve organisational learning and renewal and how does this change overtime?

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