Restructuring and Renewal: Capturing the Power of Democracy

Allen, Lew; Glickman, Carl D.

doi:10.1007/1-4020-4453-4_11

Cited by 6 publications

(7 citation statements)

References 5 publications

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“…Qualitative studies of democratic school communities and leaders mentioned trust more as a side note than as a core focus of study, if mentioned at all (Allen & Glickman, 1998;Blase & Blase, 2001;Blase et al, 1995;Cate et al, 2006;O'Hair & Reitzug, 1997;Rusch, 1998). Few studies explicitly linked democracy and trust, either through research questions or findings.…”

Section: Faculty Trust Explains Whymentioning

confidence: 99%

“…In a recent study, Louis (2007) found that trust was a key factor in determining whether a change initiative was successful: High-trust schools implemented the change effectively whereas lowtrust schools did not. Organizational change results from learning how to work differently (Allen & Glickman, 1998). The educational literature supports the importance of trust to teachers' continuous and team learning; however, the direct relationship has not yet been tested and reported in a quantitative study.…”

Section: Faculty Trust Explains Whymentioning

confidence: 99%

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The Ecology of Democratic Learning Communities: Faculty Trust and Continuous Learning in Public Middle Schools

Kensler¹,

Caskie²,

Barber³

et al. 2009

Journal of School Leadership

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This cross-sectional explanatory study integrated three complex social processes-democratic community, faculty trust, and organizational learning-into a single testable model. The review of literature demonstrated substantial evidence for the proposed model. The data sources for the study included approximately 3,000 teachers from 79 public middle schools in Pennsylvania and New Jersey. Teachers from each school completed one of three surveys measuring democratic community, faculty trust, or continuous and team learning. Structural equation modeling was the primary method of analysis, with teacher responses aggregated to the school level. The data adequately fit the proposed model. Faculty trust was found to mediate the relationship between democratic community and continuous and team learning. Further research, including data collection over time, is necessary to fully understand the pattern of causal relationships among democratic community, faculty trust, and continuous and team learning.

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Section: Faculty Trust Explains Whymentioning

confidence: 99%

Section: Faculty Trust Explains Whymentioning

confidence: 99%

The Ecology of Democratic Learning Communities: Faculty Trust and Continuous Learning in Public Middle Schools

Kensler¹,

Caskie²,

Barber³

et al. 2009

Journal of School Leadership

View full text Add to dashboard Cite

show abstract

“…They readily discount the ''potential good sense embodied in teacher's resistance to innovation efforts'' (Gitlin & Margonis, 1995, p. 377) by implicitly leaning towards identifying and overcoming professional resistance in the short-term, so that external mandates can be implemented more effectively (Anderson & Steigelbauer, 1994;Fullan, 1991). With few exceptions (Allen & Glickman, 1998;Furney et al, 2003;Lieberman & Wood, 2002;Muncey & McQuillan, 1996), longitudinal studies are rarely attempted that consider the cumulative impact of both internal and external ''change forces'' upon teachers, or that identify the conditions necessary to ensure the sustainability ''over time'' of the vision of the schools in which they work.…”

Section: Sustainable Educational Reformmentioning

confidence: 98%

Sustaining Secondary School Visions Over Time: Resistance, Resilience and Educational Reform

Giles

2006

J Educ Change

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This article focuses upon the sustainability of secondary school visions during a period of increasingly complex economic, social, demographic, and accountability driven change . Much of the classic change literature of this period highlights the failure of teachers to implement reform, and implicitly leans towards overcoming their resistance with short-term solutions so that external mandates can be institutionalized more effectively. Longitudinal studies are rarely attempted that consider the cumulative impact of both internal and external ''change forces'' upon teachers, or that identify the conditions necessary to ensure the sustainability of a schools vision ''over time''. Viewed through the lens of resiliency, this article explores data from two high schools that participated in the Change Over Time Study (Spencer Foundation Grant number 199800214). Data suggest that not only can teacher resistance to innovation make good sense, but also, under certain conditions rarely supported by standardized reform, it can evoke a resilient, even activist, self-renewing response to change otherwise perceived to be disruptive or harmful to their school's founding vision.

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“…Foundational to the framework are the following two assertions: (1) Ecological principles govern healthy and sustainable life systems, the systems in which our social systems exist and upon which they depend (Capra, 1996(Capra, , 2002Wheatley & Kellner-Rogers, 1996), and (2) democratic principles govern socially just (Furman & Starratt, 2002) and continuously learning social systems (Kensler, Caskie, Barber, & White, 2009;Slater & Bennis, 1990). The practice of democracy in organizations (Cloke & Goldsmith, 2002;Fenton, 2002;Stohl & Cheney, 2001) and schools (L. Allen & Glickman, 1998;Dewey, 1916;Kensler & Brooks, in press;Koopman, Miel, & Minsner, 1943;Woods, 2005) has a long history and retains an active presence in current educational leadership literature (Cate, Vaughn, & O'Hair, 2006;L. Davies, 1999;Furman & Starratt, 2002;Harber & Davies, 1998;Kensler, 2010;Kensler et al, 2009;Murphy, 2002;Woods & Gronn, 2009).…”

Section: Ecological Democracy: a New Theoretical Framework For Organimentioning

confidence: 99%

“…Democracy is as much a theory of learning as a theory of governance (Glickman, 2003), and others have documented the value of democracy as a social system in which engagement and learning appear to thrive (l. Allen & Glickman, 1998;Cate et al, 2006;Dewey, 1916;Kensler et al, 2009;Slater & Bennis, 1990). Democratic organizations reflect the practice of Feedback loops help maintain a relatively steady state, with continuous fluctuations between upper and lower boundaries.…”

Section: Democratic Principlesmentioning

confidence: 99%

Ecology, Democracy, and Green Schools: An Integrated Framework

Kensler¹

2012

Journal of School Leadership

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Sustainability is the integration of ecological, social, and economic approaches to ensuring healthy local and global communities for present and future generations. Although environmental science and social studies teachers have assumed primary responsibility for sustainability related programs and initiatives, whole school approaches to teaching and learning about sustainability are emerging in K–12 schools (green schools) all around the world (Henderson & Tilbury, 2004). Whole school and whole systems approaches to sustainability not only teach about sustainability via the curriculum but also encourage the school community to become a vibrant place for together learning how members might live more sustainably. Recent research highlights the importance of school leaders and leadership for successful green schools (Birney & Reed, 2009; Higgs & McMillan, 2006; Pepper & Wildy, 2008; Schelly, Cross, Franzen, Hall, & Reeve, 2010). The purpose of this article is to propose a theoretical framework that integrates democratic and ecological principles for describing, explaining, and predicting a continuum of development from more traditional schools to green schools. It ends with suggestions for future research.

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Restructuring and Renewal: Capturing the Power of Democracy

Cited by 6 publications

References 5 publications

The Ecology of Democratic Learning Communities: Faculty Trust and Continuous Learning in Public Middle Schools

The Ecology of Democratic Learning Communities: Faculty Trust and Continuous Learning in Public Middle Schools

Sustaining Secondary School Visions Over Time: Resistance, Resilience and Educational Reform

Ecology, Democracy, and Green Schools: An Integrated Framework

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