Systems Thinking: A Skill to Improve Student Achievement

Thornton, Bill; Peltier, Gary L.; Perreault, George

doi:10.3200/tchs.77.5.222-230

Cited by 22 publications

(15 citation statements)

References 6 publications

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“…A fundamental principle of systems thinking is the provision of multiple perspectives on any given problem. We concur with Thornton, Peltier, and Perreault's (2004) conclusion that when systems thinking becomes part of the learning process there are enormous benefits for students. As we have said, some students get more insights using these techniques than others.…”

Section: Resultssupporting

confidence: 88%

Exploring Ethical Dilemmas Using the “Drifting Goals” Archetype

Bardoel

Haslett

2006

Journal of Management Education

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This article demonstrates how the system archetype "drifting goals" can be used in the classroom to explore ethical dilemmas. System archetypes provide a framework that shifts the focus from seeing ethical dilemmas as stemming solely from the acts of individuals to exploring the systemic structures that are responsible for generic patterns of behavior over time. The use of a system archetype in the classroom is an important pedagogical approach and communication device to encourage systemic thinking. The drifting goals archetype exposes students to new ways of thinking about ethical problems and the structures that create them.

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Section: Resultssupporting

confidence: 88%

Exploring Ethical Dilemmas Using the “Drifting Goals” Archetype

Bardoel

Haslett

2006

Journal of Management Education

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“…A large body of literature exists devoted to researching the impact of school leaders' management styles and educational processes (see Bossi, 2008;Hatrick, 2008;Kelley, Thornton, & Daugherty, 2005;Knuth & Banks, 2006;Leithwood, Seashore Louis, Anderson, & Wahlstrom, 2005;Loesch, 2010;Marzano, Waters, & McNulty, 2005). A large portion of the research on public school administration centers on the impact of principals on student achievement (Hallinger & Heck, 1996;Kaplan, Owings, & Nunnery, 2006;Leithwood & Jantzi, 2008;Leithwood & Mascall, 2008;O'Donnell & White, 2005;Robinson, 2008;Thornton, Peltier, & Perreault, 2004;Waters, Marzano, & McNulty, 2004). The literature on school leadership has been conducted from a diverse spectrum of methodological perspectives, including case studies, meta-analyses, longitudinal studies, and narrative methods.…”

Section: Literature Reviewmentioning

confidence: 99%

“We Do What We're Told”: How Current Assistant Principals Practice Leadership and how They Wish They Could

Militello

Fusarelli

Mattingly

et al. 2015

Journal of School Leadership

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The purpose of this Q-methodology study was to develop an understanding of the perceptions of assistant principals of their current and idealized leadership practices. Fifty-six current assistant principals sorted a set of leadership behaviors two times—first based on dispositions currently deployed in their practice and a second time based on dispositions that they wish to employ. The Mid-Continent Research for Education and Learning empirically developed the sorted statements. Three model factor arrays were derived from each sort. The findings indicate a unique perspective between current and idealized practices for assistant principals. Moreover the dispositions geared toward second-order change did not appear in the positive side of the distribution on both the current and the idealized arrays.

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“…2. Una perspectiva de sistemas permite a los educadores tomar decisiones relacionadas a la mejora del logro del estudiante y entendimiento del impacto de cada decisión en la organización, Thornton, et al (2004). 3.…”

Section: Algunos Aportesunclassified

Generación de conocimiento en las organizaciones apoyada por la Teoría General de Sistemas

Martínez¹

2017

Innovaciones de Negocios

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Key words: Instructional design, knowledge generation, General Systems TheoryAbstract. This article pretends to make a linkage between the General Systems Theory and organizational knowledge generation, exposing the advantages of the use of this theory. Researches were used in order to let the reader to form his/her own criteria according the environment that is involved. Isolating the facts, not considering the organization to the decision making process will limit the development of the organizational knowledge, because al last, this knowledge will be losing when the individual are retiring from the organization.What is proposing is that the knowledge remains through a proper application of generation and retaining with constant renovation methods.Palabras Clave: Diseño instruccional, generación de conocimiento, Teoría General de SistemasResumen. Este artículo pretende hacer una vinculación entre la Teoría de General de Sistemas y la generación de conocimiento organizacional, planteando las ventajas de la utilización de esta teoría. Hace uso de investigaciones que permiten que desde varias perspectivas el lector forme un criterio acorde con su entorno. El aislar los hechos, el no integrar a la organización para la toma de decisiones limitaría el desarrollo del conocimiento organizacional, que al final de cuentas, éste se va perdiendo en la medida que los individuos se van retirando. Lo que se plantea es que el conocimiento permanezca a través de unaadecuada generación y retención aplicando métodos de constante renovación.

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Systems Thinking: A Skill to Improve Student Achievement

Cited by 22 publications

References 6 publications

Exploring Ethical Dilemmas Using the “Drifting Goals” Archetype

Exploring Ethical Dilemmas Using the “Drifting Goals” Archetype

“We Do What We're Told”: How Current Assistant Principals Practice Leadership and how They Wish They Could

Generación de conocimiento en las organizaciones apoyada por la Teoría General de Sistemas

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