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dc.contributor.authorSilins, Halia
dc.contributor.authorZarins, Silja
dc.contributor.authorMulford, William Richard
dc.date.accessioned2008-08-31T03:13:25Z
dc.date.available2008-08-31T03:13:25Z
dc.date.issued2002-03
dc.identifier.citationSilins, Halia; Zarins, Silja & Mulford, Bill ( 2002) What characteristics and processes define a school as a learning organisation? Is this a useful concept to apply to schools? International Education Journal v3(1)en
dc.identifier.issn1443-1475
dc.identifier.urihttp://hdl.handle.net/2328/3144
dc.description.abstractThe concept of secondary schools as learning organisations was being examined as part of a research project involving South Australian and Tasmanian secondary schools. Learning organisations were defined as schools that: employ processes of environmental scanning; develop shared goals; establish collaborative teaching and learning environments; encourage initiatives and risk taking; regularly review all aspects related to and influencing the work of the school; recognise and reinforce good work; and, provide opportunities for continuing professional development. A survey of 2,000 teachers and principals was conducted using items representing these seven dimensions. The data were analysed and confirmatory factor analysis using LISREL was employed to test the four measurement models generated. The discussion clarifies the characteristics and processes recognised as existing in secondary schools that relate to the reconceptualisation of schools as learning organisations and addresses the usefulness of this approach. [Author abstract]en
dc.language.isoen
dc.publisherShannon Research Pressen
dc.subjectInstitutional characteristicsen
dc.subjectLearning organisationsen
dc.subjectFactor analysisen
dc.titleWhat characteristics and processes define a school as a learning organisation? Is this a useful concept to apply to schools?en
dc.typeArticleen
dc.rights.licenseIn Copyright


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