The need for school‐constructed theories in practice in US school restructuring

Abstract

How is learning (or inquiry) possible? For either we already know what we are after, and then we do not learn or inquire; or we do not know, and then we cannot inquire, for we do not know what to look for. The dilemma is at least suggestive, for it points to the true alternative: the use in inquiry of doubt, of tentative suggestion, of experimentation [1, p. 128].

Principal theories of practice : mapping the cognitive structure and effects of instructional leadership

“…Gordon (2003) identified teacher isolation from other educators as one of the explanations for this lack of progress. Gordon's conclusions were consistent with those of Keedy and Achilles (1997), who argued that structural changes had a limited impact on improving student achievement and that a shift in normative thinking (the school as a "collectivity's" values, beliefs and assumptions that are the actual guides to daily decision making in schools) must first be made to create school climates that foster critical self-reflection and the testing of new assumptions to bring about improvements in student performance. "There is precious little evidence that students will become thoughtful, independent learners through legislated external pressure," Keedy and Achilles concluded (p. 5).…”

“…Schools are essentially sets of interconnected relationships (Keedy & Achilles, 1997). By changing the nature of relationships, the school itself is changed, and the trust and openness necessary to becoming a center of inquiry is created.…”

“…Without changes in norms of behavior, including more open, trusting relationships among school staff, schools are likely to remain characterized by professional isolation and a strong control orientation (Cusick, 1992;Keedy & Achilles, 1997). Research indicates that school principals play a key, if indirect role, in promoting higher student achievement (Hallinger & Heck, 1998;Marzano, Waters, & McNulty, 2005;Witziers, Bosker, & Kruger, 2003).…”

“…The key vehicle that Keedy and Achilles (1997) proposed for changing the normative thinking of schools and thereby bridging the gap between theory/research and practice is the development of self-reflective, teacher and principal-oriented theories of practice, in which "practitioners actively and persistently analyse their assumptions in relation to the grounds supporting their practice" by critiquing the assumptions that lie beneath their decisions and actions, articulating alternate assumptions, values or beliefs, and testing the effectiveness of these new assumptions in the context of their own work environments, i.e., their schools and classrooms" (p. 5). The results of testing these new "theories of action" inform a continuous loop of inquiry, testing, learning, and inquiry.…”

“…The explanations for change-resistance and low achievement are many, but several authors indicate that there is an abiding schism between theory and practice on the part of teachers and principals (Keedy, 2005;Keedy & Achilles, 1997). Educators themselves remain cut off from the reflection, research, collaboration and experimentation describing schools that have become the centers of change, rather than targets of change (Sirotnik, 1989).…”