The School as a Learning Organization

Keefe, James W.; Howard, Eugene R.

doi:10.1177/019263659708158906

Cited by 28 publications

(15 citation statements)

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“…The concept of schools as learning organizations is familiar to educators involved in school reform, whose approaches to reform have been profoundly influenced by the ideas of Senge (Senge, 1990;Senge et al, 2000) and Fullan (Fullan, 1993). School reform is most successful when schools are learning organizations and school personnel act as change agents (Keefe & Howard, 1997;Reed, Kinzie, & Ross, 2001;Watkins & Marsick, 1999). School administration and staff that have transformed their schools into learning organizations no longer consider themselves "learned" but "learners" (Conzemius & Conzemius, 1996), and they institute structural changes to allow for collaboration and ongoing professional development (DuFour, 1997).…”

Section: Culture Of a "Learning Organization"mentioning

confidence: 99%

Learning Culture and Outcomes Measurement Practices in Community Agencies

Botcheva

White²,

Huffman³

2002

American Journal of Evaluation

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The present study is a first step in examining learning culture and outcomes measurement practices as indicators of community agencies’ readiness for the implementation of research-based evaluation. Representatives from Northern California community agencies serving children and youth ( n = 25) completed surveys, which included questions about agency demographics, outcomes measurement practices, and learning culture. Results indicate that, although there is an awareness of the importance of outcomes evaluation, most agencies lack the resources for its systematic implementation. They express interest in learning more about outcomes measurement techniques and program evaluation, and they report needing help in building internal capacity for evaluation. The newly developed Assessing Learning Culture Scale revealed that an underlying set of beliefs, norms, and behaviors characterizes the learning culture of community agencies. These attitudes and beliefs are positively related to systematic data collection efforts and external funding, while attitudes and beliefs that indicate absence of a learning culture are correlated with sporadic data collection efforts and less external funding. Findings indicate that learning culture is an important factor for both the implementation of systematic evaluation efforts and the successful procurement of external funding. They also suggest that systematic evaluation efforts can serve as a change agent for creating a culture that values learning within the organization.

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Section: Culture Of a "Learning Organization"mentioning

confidence: 99%

Learning Culture and Outcomes Measurement Practices in Community Agencies

Botcheva

White²,

Huffman³

2002

American Journal of Evaluation

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“…Los estilos de aprendizaje son los rasgos cognitivos, afectivos y fisiológicos que sirven como indicadores relativamente estables de cómo los discentes perciben, interaccionan y responden a sus ambientes de aprendizaje (Keefe, 1988). Sirven para conceptualizar el conjunto de preferencias que el alumno tiende a utilizar de forma habitual y estable cuando se enfrenta a las tareas de aprendizaje en las que se incluyen tipos de procesamiento de la información y otros componentes cognitivos del individuo (Juárez, Rodríguez, y Luna, 2012).…”

Section: Introductionunclassified

Metodología docente acorde a los estilos de aprendizaje de alumnos de Medicina

Vega-Hernández¹,

Patino-Alonso²,

Vicente-Galindo³

2018

Innovative Strategies for Higher Education in Spain

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El profesor universitario ha pasado de ser transmisor de conocimiento a facilitador/supervisor del aprendizaje, debe enseñar a aprender, pero no todos los alumnos adquieren los conocimientos de la misma manera. Para mejorar el aprendizaje de los estudiantes es necesario conocer cómo aprenden, es decir, qué tipo de estilos y estrategias de aprendizaje utilizan. El objetivo de este trabajo es investigar el perfil de los estilos de aprendizaje de los alumnos de Medicina de la Universidad de Salamanca para adaptar las estrategias didácticas en la asignatura de Bioestadística. Los resultados muestran que el estilo predominante en los estudiantes de Medicina es el reflexivo (46.3%), seguido del teórico (20.4%), activo (19.3%) y pragmático (11.9%). Estos alumnos son visuales, aprenden leyendo y les resultan útiles las imágenes y diagramas. Por tanto, colocar en la Plataforma Studium video-píldoras educativas con lo esencial de la teoría, manejo e interpretación del software estadístico, transparencias usadas en clase, apuntes más amplios, bibliografía y webgrafía les serán de gran ayuda. En las clases presenciales serán especialmente atractivos los mapas conceptuales, los debates y las presentaciones. Para los estudiantes activo/kinestésicos son útiles las prácticas, y como les gusta el trabajo de campo, la recogida de datos por encuesta les resulta muy atractiva. Para los pragmáticos son de gran utilidad los ejemplos relacionados con la realidad. En cuanto a las estrategias de aprendizaje, los alumnos reflexivos utilizan mayoritariamente estrategias cognitivas y de control del aprendizaje, los teóricos de apoyo y los pragmáticos hábitos de estudio.

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“…The perceptions that students have of Deputy Principals are an important indication of the Deputy Principals' influence on the culture of their school (Keefe & Howard, 1997). Year 12 marks the conclusion of secondary education in Western Australian schools.…”

Section: Introductionmentioning

confidence: 99%

Year 12 Students' Perceptions of Deputy Principals' effect on the Religious Culture in Catholic Secondary Schools

Novacsek¹,

Godfrey

2002

AJTE

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Research on how Deputy Principals affect the religious culture of Secondary Catholic Schools is extremely limited. Deputy Principals may play a crucial role in shaping the culture of schools in many ways, religious and otherwise. This study examined Year 12 students perception of the effect Deputy Principals have on the religious culture in their schools. Year 12 students have an insight into the role of Deputy Principals as they have more extensive school experience than the other high school grades; the nature of their interaction with Deputy Principals is more varied; and as they approach the conclusion of their secondary education, they are more likely to be informed and candid in their responses. A sample of 315 students from four Western Australian Catholic schools of varied settings completed a 30 item questionnaire on a four point Likert scale with items targeting students' perceptions of Deputy Principals' effect on the religious culture of their schools. Apart from not giving Religious Education greater priority in timetabling Deputy Principals were perceived as having a positive effect on the religious culture of their schools. Notably they were perceived as good models and were seen as giving the religious nature of their schools prominence.

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The School as a Learning Organization

Cited by 28 publications

References 0 publications

Learning Culture and Outcomes Measurement Practices in Community Agencies

Learning Culture and Outcomes Measurement Practices in Community Agencies

Metodología docente acorde a los estilos de aprendizaje de alumnos de Medicina

Year 12 Students' Perceptions of Deputy Principals' effect on the Religious Culture in Catholic Secondary Schools

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