A sociocultural analysis of organisational learning

Boreham, Nicholas; Morgan, Catharine

doi:10.1080/0305498042000260467

Cited by 119 publications

(110 citation statements)

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“…According to Boreham and Morgan (2004), a key ingredient in organisational learning is the reconstituting of power relationships. We would wholeheartedly endorse Boreham's (2005, p. 8) statement that if we wish turn 'schools into learning organisations, we need to affirm the teacher's experience as the prime source of the knowledge on which educational policies are based'.…”

Section: Discussionmentioning

confidence: 99%

Formative assessment for all: a whole‐school approach to pedagogic change

Priestley

Sime²

2005

The Curriculum Journal

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AcknowledgementsThe authors gratefully acknowledge the advice given by Nick Boreham and Richard Edwards during the drafting of this paper. We are, of course, indebted to the staff at Discovery School for their willing participation in the research project.Formative assessment for all: a whole school approach to pedagogic change Scotland's Assessment is for Learning initiative (AifL) seeks to introduce a coordinated national system for assessment in schools. Formative assessment is a major plank in this. The initiative has moved beyond its pilot phase and it is intended that it will be adopted by all Scottish schools by 2007. This paper draws upon the case study of a primary school that has adopted a whole school approach to enacting the formative assessment principles of AifL since 2004. The paper utilises Margaret Archer's social theory to analyse and explain the processes of change that have underpinned the development of formative assessment in the school. It argues that meaningful change in schools can be stimulated by encouraging sociocultural interaction amongst practitioners, via the impetus provided by a central initiative 1 combined with the creation of spaces for dialogue and the extension of professional trust and autonomy.Key words: formative assessment; assessment for learning; change; innovation; morphogenesis; morphostasis IntroductionContinual change seems to be the order of the day within schooling systems worldwide.According to Levin (1998) change has reached 'epidemic' proportions. Nevertheless much of the recent literature suggests that attempts to reform schooling (especially in the related fields of curriculum and pedagogy) have been generally unsuccessful in leading to embedded, long term change in practice (e.g. Swann & Brown, 1997; Helsby & McCullough, 1997;Cowley & Williamson, 1998;Cuban, 1998;Spillane, 1999;Priestley, 2005). Cuban suggests that centrally initiated curriculum change is unlikely to be successful unless it actively engages the 'practitioners who are the foot-soldiers of every reform aimed at improving student outcomes' (Cuban, 1998, p. 459). Similarly, Ruddock (1991, pp. 27-8) reminds us of the 'power of the school and classroom to accommodate, absorb or expel innovations that are at odds with the dominant structures and values that hold habits in place'. According to Priestley (2005), the form and extent of innovation is greatly dependent on the attitudes and values of such practitioners, especially teachers. Top-down innovation tends to disregard the power of teachers to mediate change; successful innovation is often better achieved through a process of adaptation, combining central impetus with active engagement by practitioners. External reform initiatives thus develop in a dialectical fashion, reflecting the dynamic two-way relationship between the initiative, and the context for enactment, including the local change agents.2 Margaret Archer's (1988) social theory provides a useful framework for understanding the processes of change in schools. Archer makes an analyt...

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Section: Discussionmentioning

confidence: 99%

Formative assessment for all: a whole‐school approach to pedagogic change

Priestley

Sime²

2005

The Curriculum Journal

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“…Cependant, quelle que soit la finesse de cette analyse et la pertinence des dispositifs qui en découleront, les professionnels, au sein des dispositifs de formation ou sur les terrains d'exercice, vont apprendre des autres à travers leurs expériences quotidiennes et, irrémédiablement, transformer les actions de formation à leur main, à leur convenance. La conception des dispositifs de formation ne peut donc pas faire l'impasse sur cet état de fait mis en avant par de nombreuses recherches portant sur des institutions ou des entreprises variées (Boreham et Morgan, 2004).…”

Section: Une Première Remise En Questionunclassified

Analyser le travail enseignant pour concevoir l’intervention éducative : est-ce utile et pour quoi faire ?

Grangeat

2013

ncre

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Cet article s’attarde à l’intérêt et aux finalités de l’analyse de l’activité des professionnels de l’intervention éducative pour la conception, la construction et la conduite des dispositifs de formation qui leur sont destinés. Elle concerne plutôt le métier enseignant, mais aussi de nombreux métiers de l’humain. Inscrite dans le modèle de la didactique professionnelle, elle développe une réflexion à propos des cadres conceptuels et des méthodologies permettant de comprendre l’activité des professionnels et d’identifier leurs conceptualisations, dans le but de mieux adapter les dispositifs de formation. La première section observe la fonction du formateur et de l’apprenant dans les dispositifs de formation. La deuxième concerne l’articulation entre les dispositifs de formation et les apprentissages informels, ceux qui se construisent sans intervention préconçue. La troisième vise la conception des dispositifs de formation qui est une étape souvent délaissée dans les réflexions sur le développement professionnel. La quatrième, au regard des précédentes parties, propose une méthodologie pour modéliser les conceptualisations des professionnels à partir de l’analyse de leur activité. La conclusion ouvre sur des questionnements et des pistes de recherche.

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“…Boreham & Morgan (2004) emphasise this point drawing attention to the arguments of Vince ( 2001): 'power relations are crucial for organisational learning..' (and so we would argue for communities of enquiry) because they '..directly mediate interpretive processes within organisations'. Boreham & Morgan argue that organisational learning depends on employees relating to each other in way that enables all points of view to be expressed and which gives everybody access to a common knowledge base.…”

Section: Controlmentioning

confidence: 99%

“…Dialogue and internalisation allow for the coconstruction of knowledge and, if the conditions are right for the appropriate levels and qualities of dialogue to occur. Boreham and Morgan (2004) argue for dialogue 'as the foundational process by which organisations learn and interpret dialogue' in terms of Russian social cultural theory which sees dialogue as a set of cultural practices which constitute a common world by creating shared meanings. Bakhtin (1981) describes the social world as a plurality held together by dialogue conducted according to principles such as willingness to listen, respect for others and openness to alternative interpretations.…”

Section: Participation and Dialoguementioning

confidence: 99%

Building communities of educational enquiry

Cassidy¹,

Christie²,

Coutts

et al. 2008

Oxford Review of Education

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IntroductionThe Applied Educational Research Scheme (AERS) is jointly funded by the Scottish Higher Education Funding Council and the Scottish Executive Education Department with the intended purpose to "enhance educational research capability in Scottish HE institutions, and to use that capability to conduct high-quality research which will benefit school education in Scotland." One of the hallmarks of the research networks established under AERS is a collaborative model of educational research. The present study arises from one of the projects of the AERS Learners, Learning and Teaching Network. The aim of the study was to review the relevant literature and offer suggestions to support the building of communities of educational enquiry. We have come from different institutions around Scotland and a range of academic "tribes" (Becher 1989;Becher and Trowler 2001), including Education, Philosophy, Psychology and Social Policy.We have met a number of times and also communicate electronically, through email, video conferencing and a virtual "space" dedicated to the work of the parent project within which we have our own private space. The "voice" of this group comes not only through the ideas presented in this paper, but also through boxed reflections. As these arise during the paper, the reader should be able to see some of the tensions, contradictions and dilemmas faced by our group as we became established as a community.

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A sociocultural analysis of organisational learning

Cited by 119 publications

References 10 publications

Formative assessment for all: a whole‐school approach to pedagogic change

Formative assessment for all: a whole‐school approach to pedagogic change

Analyser le travail enseignant pour concevoir l’intervention éducative : est-ce utile et pour quoi faire ?

Building communities of educational enquiry

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