Other Approaches to Schools as Organizations

Jeroen Imants

Abstract


The aim of this paper is to explore the role that the analysis of the school as organization can play in discussions on other education, including the contribution to this discussion of organizational theory, organization research and development in schools, and voices from the field. The question is whether other education implies other organization of learning and working in schools, including other perspectives on the school as an organization. As a first step, a narrow and a broad perspective on schools as organizations are distinguished. Next, the broad perspective is further elaborated, leading to the conclusion that an intrinsic relationship exists between pedagogical and didactical aspects of teaching and learning, the social and power relationships, and the material and immaterial conditions for teaching and learning in schools. This discussion leads to the search for alternatives to the traditional organization of teaching and learning. This search is illustrated by an example from the Netherlands.


Keywords


organizational theory; deep and sustained change; teacher learning; school development

Full Text:

PDF

References


Boyd, W. (1973). Geschiedenis van onderwijs en opvoeding [The history of western education]. (3rd ed.). Utrecht: Spectrum.

Clark, D. & Astuto, T. (1988). Paradoxical choice options in organizations. In D. Griffiths, R. Stout, & P. Forsyth (Eds.), Leaders for America’s schools: The report and papers of the National Commission on excellence in educational administration (pp. 112-130). Berkeley, CA: McCutchan.

Dyson, A. & Millward, A. (1997). The reform of special education or the transformation of mainstream schools? In S. Pijl, C. Meijer & S. Hegarty (Eds.), Inclusive education: A global agenda (pp. 51-67). London: Routledge.

Fend, H. (1981). Theorie der Schule [Theory of the school]. München: Urban und Schwarzenberg.

Fullan, M. (2007). The new meaning of educational change. (4th ed.). New York: Teachers College Press.

Greenfield, W. (1988). The decline and fall of science in educational administration. In D. Griffiths, R. Stout, & P. Forsyth (Eds.), Leaders for America’s schools: The report and papers of the National Commission on excellence in educational administration (pp. 131-159). Berkeley, CA: McCutchan.

Hoekstra, A., Korthagen, F., Brekelmans, M., Beijaard, D., & Imants, J. (2009). Experienced teachers’ informal workplace learning and perceptions of workplace conditions. Journal of Workplace Learning, 21(4), 276-298.

Hoy, W. & Miskel, C. (2008). Educational administration: Theory, research, and practice. (8th ed.). New York: McGraw-Hill.

Imants, J. (2002a). The counter productive effects of a national reform initiative: Reflections from organizational theory. School Effectiveness and School Improvement, 13(1), 31-61.

Imants, J. (2002b). Restructuring schools as a context for teacher learning. International Journal of Educational Research, 37(8), 715-732.

Imants, J. & Oolbekkink, H. (Eds.) (2009). Leren denken binnen het schoolvak [Learning to think critically in the school subjects]. Antwerpen: Garant.

Imants, J. & Van de Ven, P. (2011). Practice-based research on the development of activating instruction and self-directed student learning: Dutch writing instruction. Journal of Curriculum Studies, 43(3), 333-355.

Lortie, D. (1975). Schoolteacher: a sociological study. Chicago: University of Chicago Press.

Maguire, M., Perryman, J., Ball, S., & Braun, A. (2011). The ordinary school – what is it? British Journal of Sociology of Education, 32(1), 1-16.

McKinnon, J. & Brown, M. (1994). Inclusion in secondary schools: An analysis of school structure based on teachers' images of change. Educational Administration Quarterly, 30(2), 126-152.

Meirink, J., Imants, J., Meijer, P., & Verloop, N. (2010). Teacher learning and collaboration in interdisciplinary teams. Cambridge Journal of Education, 40(2), 161-181.

Mintzberg, H. (1979). The structuring of organizations. Englewood Cliffs: Prentice Hall.

Skrtic, T. (1991). The special education paradox: Equity as the way to excellence. Harvard Educational Review, 61(2), 148-206.

Spillane, J., Reiser, B., & Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72(3), 387-431.

Tyack, D. & Tobin, W. (1994). The “grammar” of schooling: Why has it been so hard to change? American Educational Research Journal, 31(3), 453-479.

Van Veen, K. & Sleegers, P. (2006). How does it feel? Teachers’ emotions in a context of change. Journal of Curriculum studies, 38(1), 85-111.

Waller, W. (1932/1961). The sociology of teaching. New York: Russell & Russell.




...open to be different...

Other Education works in association with the following partners: http://www.othereducation.org/public/site/images/hel1/yorksj_logo_120

and is sponsored by the silence and mindfulness App Calm Me Down http://www.othereducation.org/public/site/images/hel1/google_play_icon_85

Please see copyright notice at the end of each published work for specifics.


ISSN: 2049-2162 © Other Business Ltd, 2012-2017. Other Education™ is a not-for-profit trading entity of Other Business Ltd whose registered office is: Bernard Rogers Accounting, Bank Gallery, High Street, Kenilworth. Registered in England: 08567212