Benchmarks of Change: Assessing Essential School Restructuring Efforts

1993 ◽  
Vol 15 (3) ◽  
pp. 298-319 ◽  
Author(s):  
Nona A. Prestine ◽  
Chuck Bowen
Keyword(s):  
Organizational Change ◽  
School Restructuring ◽  
Change Processes ◽  
Coalition Of Essential Schools ◽  
Substantial Agreement ◽  
Factors Affecting ◽  
Observable Change ◽  
School Participation

This study assesses the process of changing in four schools at the midpoint of a 5-year essential schools restructuring effort. Using cross-case analyses, organizational change processes are assessed using four benchmarks of change established by the Coalition of Essential Schools: substantial agreement, observable change, all-school participation, and systemic leadership. Factors affecting the change processes are identified. Conclusions about school restructuring-change processes are discussed in terms of the criteria established by the Coalition and the literature on change.

Critical Realism and Affordances: Theorizing IT-Associated Organizational Change Processes

MIS Quarterly ◽  
2013 ◽  
Vol 37 (3) ◽  
pp. 819-834 ◽  
Author(s):  
Olga Volkoff ◽  
◽  
Diane M. Strong ◽  
Keyword(s):  
Organizational Change ◽  
Critical Realism ◽  
Change Processes

Factors affecting post‐relocation adaptation in a case of an entire plant relocation

2002 ◽  
Vol 17 (2) ◽  
pp. 80-94 ◽  
Author(s):  
Moshe Krausz ◽  
Aharon Bizman ◽  
Shaul Fox
Keyword(s):  
Organizational Change ◽  
Work Satisfaction ◽  
Emotional Reactions ◽  
Adaptation Measures ◽  
Factors Affecting ◽  
Family Issue ◽  
Entire Plant ◽  
Before And After ◽  
Plant Relocation

Pre‐relocation measures as well as measures collected subsequent to it were used to predict employees’ post‐relocation adaptation in a case where an entire plant relocated its premises. The distance between the old and the new site did not require home relocation, with the result that the change was deemed less of a “family issue” than an essentially work and organizational change. The sample consisted of 176 employees, for whom matched before and after questionnaires were available. Pre‐relocation measures included demographics, justification of management’s decision to relocate, and positive and negative emotional reactions to the move. In addition, measures of perceived changes were taken after the move. The three post‐relocation adaptation measures were work satisfaction, loyalty to the organization, and relocation satisfaction. Findings are discussed in the light of previous findings, although most of that research dealt with individual as opposed to plant relocation, and of very few studies dealing with post‐relocation variables.

OC Teachers Take Their Learning to Other Schools

2001 ◽  
Author(s):  
Judy Smith ◽  
Mimi Wilson
Keyword(s):  
High School ◽  
South Carolina ◽  
School Principal ◽  
High School Principal ◽  
School Restructuring ◽  
Public High School ◽  
Coalition Of Essential Schools ◽  
Grade Teacher ◽  
Flexible Schedules ◽  
Basic Philosophy

In 1977, when the OC program was brand-new, and for a number of years thereafter, we shared the excitement and the work, both as parents and as teachers. We are now living in different states, working in very different kinds of schools. Judy is a high school principal in a large public high school in Washington State. Mimi is a fourth-grade teacher in an independent school in South Carolina that is associated with a major school-restructuring initiative (the Coalition of Essential Schools). In our efforts to contribute to reform in our classrooms and schools, we find that we are returning, about 20 years later, to the basic philosophy that directed our OC experience. In many ways, what we learned in the OC, both in terms of instructional practices and in terms of change processes, is giving us the confidence we need to proceed in our new settings. Personal experiences and the general principles of the OC—along with increasingly compelling research about how children learn that questions the way schools are traditionally organized and how we think about curriculum and instruction—have helped us organize and promote new programs on both sides of the country. The changes we are working on are not simple ones. We are looking at ways to integrate across disciplines, combining English, physics, and history into an integrated block. Instead of chopping school days into isolated blocks of time, we are exploring ways of lengthening these blocks of time and trying more flexible schedules. We are looking at designing work for children that covers fewer things in greater depth, through more focused inquiry. Believing that children will learn better if they can make connections, we seek ways to challenge students not just to memorize material but to apply it as well. We are working to make it possible for individual students to carry out research and to present their work before a critical audience. These changes have the potential to challenge the sacrosanct purpose of most schools: to prepare students for the next level and to get them into colleges.

The Development of Implicit Followership Theories in Organizational Change Processes

2020 ◽  
Vol 2020 (1) ◽  
pp. 16998
Author(s):  
Annemiek Van Der Schaft ◽  
Omar Solinger ◽  
Riku Ruotsalainen ◽  
W Van Olffen ◽  
Xander Lub ◽  
...  
Keyword(s):  
Organizational Change ◽  
Change Processes ◽  
Implicit Followership Theories
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