[article]
| Titre : |
The school as a learning organisation: The concept and its measurement |
| Type de document : |
document électronique |
| Auteurs : |
Marco Kools ; Pierre Gouëdard ; Victor Bekkers ; Bram Steijn ; Bert George ; Louise Stoll |
| Année de publication : |
2020 |
| Article en page(s) : |
pp. 24-42 |
| Langues : |
Anglais (eng) |
| Catégories : |
C ECONOMIE - ECONOMIE SOCIALE ET SOLIDAIRE:Administration et gestion:Gestion:Gestion des connaissances Development of new knowledge or absorption of existing knowledge, its organization and diffusion with the overall aim of optimizing results. ; F POPULATIONS - ETUDES DE CAS:United Kingdom ; F POPULATIONS - ETUDES DE CAS:Wales ; G ENSEIGNEMENT - EDUCATION:Etablissements d'enseignement:Établissement d'enseignement ; G ENSEIGNEMENT - EDUCATION:Systèmes et niveaux d'enseignement:Niveau d'enseignement:Enseignement primaireFrom age five to eleven. ; G ENSEIGNEMENT - EDUCATION:Systèmes et niveaux d'enseignement:Niveau d'enseignement:Enseignement secondaire ; S SCIENCES ET TECHNIQUES:Approche scientifique:Méthode scientifique:ÉvaluationAppraising or judging persons, organizations or things in relation to stated objectives, standards or criteria. Use more specific descriptor where appropriate.
|
| Mots-clés : |
BILDUNGSSTATTE EDUCATIONAL INSTITUTION CENTRO DE ENSENANZA SEKUNDARSCHULBILDUNG SECONDARY EDUCATION ENSENANZA SECUNDARIA GRUNDSCHULWESEN PRIMARY EDUCATION ENSENANZA PRIMARIA BERUF IM AUSBILDUNGSWESEN OCCUPATION IN TRAINING OFICIO DE LA FORMACION METIER DE LA FORMATION PADAGOGISCHES PROJEKT EDUCATIONAL METHOD PLAN PROYECTO PEDAGOGICO PROJET PEDAGOGIQUE WISSENSMANAGEMENT KNOWLEDGE MANAGEMENT GESTION DE CONOCIMIENTOS BEWERTUNG EVALUACION UMFRAGEMETHODIK SURVEY METHODOLOGY METODOLOGIA DE ENCUESTA METHODOLOGIE D'ENQUETE PAIS DE GALES PAYS DE GALLES VEREINIGTES KONIGREICH REINO UNIDO ROYAUME UNI |
| Résumé : |
A growing body of scholars, educators and policy makers has argued for reconceptualising schools as “learning organisations” in the last 25 years as. However, a lack of clarity on the concept has hindered its advance in theory and practice. This study responds to this problem by developing a schools as learning organisations scale that expands and clarifies the concept on several points. Drawing on survey data (nschool staff = 1,703) from Wales (UK), it examines the key characteristics of a school as a learning organisation through a principal component analysis and reliability analysis. The results showed that such a school is associated with eight dimensions: (a) a shared vision centred on the learning of all students, (b) partners contributing to school vision, (c) continuous learning opportunities, (d) team learning and collaboration, (e) a culture of enquiry, innovation and exploration, (f) systems for collecting and exchanging knowledge and learning, (g) learning with and from the external environment, and (h) modelling learning leadership. The resulting 65?item scale demonstrated good psychometric qualities. A reliable and valid schools as learning organisations scale can help enhance our understanding of the concept. The scale can also be used by school leaders, teachers and all others wanting to develop a thriving learning culture in their schools. |
| En ligne : |
https://doi.org/10.1111/ejed.12383 |
| Permalink : |
https://cs.iut.univ-tours.fr/index.php?lvl=notice_display&id=242147 |
in European Journal of Education > vol. 55, n° 1 (March 2020) . - pp. 24-42
[article] The school as a learning organisation: The concept and its measurement [document électronique] / Marco Kools ; Pierre Gouëdard ; Victor Bekkers ; Bram Steijn ; Bert George ; Louise Stoll . - 2020 . - pp. 24-42. Langues : Anglais ( eng) in European Journal of Education > vol. 55, n° 1 (March 2020) . - pp. 24-42
| Catégories : |
C ECONOMIE - ECONOMIE SOCIALE ET SOLIDAIRE:Administration et gestion:Gestion:Gestion des connaissances Development of new knowledge or absorption of existing knowledge, its organization and diffusion with the overall aim of optimizing results. ; F POPULATIONS - ETUDES DE CAS:United Kingdom ; F POPULATIONS - ETUDES DE CAS:Wales ; G ENSEIGNEMENT - EDUCATION:Etablissements d'enseignement:Établissement d'enseignement ; G ENSEIGNEMENT - EDUCATION:Systèmes et niveaux d'enseignement:Niveau d'enseignement:Enseignement primaireFrom age five to eleven. ; G ENSEIGNEMENT - EDUCATION:Systèmes et niveaux d'enseignement:Niveau d'enseignement:Enseignement secondaire ; S SCIENCES ET TECHNIQUES:Approche scientifique:Méthode scientifique:ÉvaluationAppraising or judging persons, organizations or things in relation to stated objectives, standards or criteria. Use more specific descriptor where appropriate.
|
| Mots-clés : |
BILDUNGSSTATTE EDUCATIONAL INSTITUTION CENTRO DE ENSENANZA SEKUNDARSCHULBILDUNG SECONDARY EDUCATION ENSENANZA SECUNDARIA GRUNDSCHULWESEN PRIMARY EDUCATION ENSENANZA PRIMARIA BERUF IM AUSBILDUNGSWESEN OCCUPATION IN TRAINING OFICIO DE LA FORMACION METIER DE LA FORMATION PADAGOGISCHES PROJEKT EDUCATIONAL METHOD PLAN PROYECTO PEDAGOGICO PROJET PEDAGOGIQUE WISSENSMANAGEMENT KNOWLEDGE MANAGEMENT GESTION DE CONOCIMIENTOS BEWERTUNG EVALUACION UMFRAGEMETHODIK SURVEY METHODOLOGY METODOLOGIA DE ENCUESTA METHODOLOGIE D'ENQUETE PAIS DE GALES PAYS DE GALLES VEREINIGTES KONIGREICH REINO UNIDO ROYAUME UNI |
| Résumé : |
A growing body of scholars, educators and policy makers has argued for reconceptualising schools as “learning organisations” in the last 25 years as. However, a lack of clarity on the concept has hindered its advance in theory and practice. This study responds to this problem by developing a schools as learning organisations scale that expands and clarifies the concept on several points. Drawing on survey data (nschool staff = 1,703) from Wales (UK), it examines the key characteristics of a school as a learning organisation through a principal component analysis and reliability analysis. The results showed that such a school is associated with eight dimensions: (a) a shared vision centred on the learning of all students, (b) partners contributing to school vision, (c) continuous learning opportunities, (d) team learning and collaboration, (e) a culture of enquiry, innovation and exploration, (f) systems for collecting and exchanging knowledge and learning, (g) learning with and from the external environment, and (h) modelling learning leadership. The resulting 65?item scale demonstrated good psychometric qualities. A reliable and valid schools as learning organisations scale can help enhance our understanding of the concept. The scale can also be used by school leaders, teachers and all others wanting to develop a thriving learning culture in their schools. |
| En ligne : |
https://doi.org/10.1111/ejed.12383 |
| Permalink : |
https://cs.iut.univ-tours.fr/index.php?lvl=notice_display&id=242147 |
|
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