State Board Desegregation Policy: An Application of the Problem-Finding Model of Policy Analysis

Shapiro, Jonathan Z.; McPherson, R. Bruce

doi:10.1177/0013161x87023002006

Cited by 6 publications

(4 citation statements)

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“…Despite the gradual shift in the educational management literature from problem solving to problem finding (see Shapiro and McPherson, 1987), "[l]earning is [still] motivated by confronting a complex problem that requires an active engagement and resolution in the form of a product" (Bridges and Hallinger, 1996, p. 54). This association of learning with problems (e.g.…”

Section: Switching Cognitive Gearsmentioning

confidence: 99%

“…Similarly, learning from past experiences (retrospective learning) with reference to school administration has been associated with overcoming problems (Perez and Uline, 2003). Despite the gradual shift in the educational management literature from problem solving to problem finding (see Shapiro and McPherson, 1987), “[l]earning is [still] motivated by confronting a complex problem that requires an active engagement and resolution in the form of a product” (Bridges and Hallinger, 1996, p. 54). This association of learning with problems (e.g.…”

Section: Problems and Learningmentioning

confidence: 99%

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Switching cognitive gears

Schechter

2011

Journal of Educational Admin

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -This article aims to reinterpret principal preparatory programs to also include the collective learning-from-success process (success-based learning), thus providing a complementary instructional framework on how to prepare principals for today's public school reality. Design/methodology/approach -The discussion reviews the core leadership capacities for today's and tomorrow's principalship and the need to rethink principal preparatory programs accordingly. The interrelationship between problems and learning is described, coupled with the possibilities and limitations of problem-based learning. Success-based learning is then described, enumerating its potentials and pitfalls. Findings -The paper finds that focusing on both learning from problems and learning from successes in leadership education may better develop prospective principals' leadership capacities necessary to lead schools in a dynamic environment. Originality/value -The paper highlights the need to conceptualize and empirically investigate problem-based learning and success-based learning as interrelated instructional frameworks that are both necessary to develop effective future leaders.

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Section: Switching Cognitive Gearsmentioning

confidence: 99%

Section: Problems and Learningmentioning

confidence: 99%

Switching cognitive gears

Schechter

2011

Journal of Educational Admin

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“…As in other inquiry disciplines, learning from experience with reference to schoolwork has been associated with tackling problems (Le Vasan, Vankatachary, & Freebody, 2006;Perez & Uline, 2003). Despite the gradual shift in the educational management literature from placing emphasis on problem solving to problem finding (see Shapiro & McPherson, 1987), learning in schools still predominantly occurs when individuals and groups collaborate in an effort to confront practical problems (Kruse, 2001;Marks & Louis, 1999). In that regard, learning in the form of collective deliberation has been perceived as "the method by which most everyday practical problems get solved" (Schwab, 1978, p. 43).…”

Section: Learning From Successmentioning

confidence: 99%

Learning from Success as Leverage for a Professional Learning Community: Exploring an Alternative Perspective of School Improvement Process

Schechter

2010

Teachers College Record: The Voice of Scholarship in Education

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BackgroundAlthough the professional learning community as a means of improving student achievement has received growing support from researchers and practitioners alike, professionals are still exploring ways to develop interaction networks regarding teaching and learning issues.PurposeThis study explores the evolving stages of a collective learning-from-success process within the framework of a professional learning community.Research DesignA qualitative case study of a comprehensive (middle and secondary) public school community was conducted to explore practitioners’ collective learning from successful practices.Data Collection and AnalysisA total of 12 detailed session transcripts from the learning-from-success sessions (circle of learners), 42 evaluation forms (21 internal and 21 external evaluations), 6 observations of the development team's sessions, and pertinent documents were collected for analysis. The analysis process involved identifying patterns in the data-recurring ideas and perspectives that depicted the social world studied.FindingsData revealed that this collective process moved through three distinct, but closely interrelated, dynamic stages: invitation and framework building; collective inquiry into colleagues'professional successes; and experimentation and dissemination.ConclusionWhereas collective learning has been approached from a deficit-based orientation, this study reinterprets the professional learning community to include the collective learning-from-success process, thus providing a new outlook for linking concepts with practical capabilities in light of public school reality.

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“…Although no variable is consistent across all studies, differences in problem finding or exploratory behavior were associated with differences in knowledge or experience; time examining potential problem situations; and a flexible, inquiring style of investigation. In addition, individuals' framing of problem situations was sometimes seen to be shaped by ongoing attitudes or points of view: the individual vision described by Peterson (1986) or the group metaphors studied by Shapiro and McPherson (1987). In each case, a general frame of reference to the entire situation defined the parameters within which problems were identified, understood, and addressed.…”

Section: Created and Emergent Problemsmentioning

confidence: 99%

Finding the problem finders: Problem finding and the identification and development of talent.

Starko¹

Talents Unfolding: Cognition and Development.

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State Board Desegregation Policy: An Application of the Problem-Finding Model of Policy Analysis

Cited by 6 publications

References 1 publication

Switching cognitive gears

Switching cognitive gears

Learning from Success as Leverage for a Professional Learning Community: Exploring an Alternative Perspective of School Improvement Process

Finding the problem finders: Problem finding and the identification and development of talent.

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