A Dramatic Confrontation of Frames: Arts-Integration Teacher Development, Organizational Learning, and School Change

Autor/inn/en	Anderson, Ross C.; Porter, Lorna; Adkins, Deb
Titel	A Dramatic Confrontation of Frames: Arts-Integration Teacher Development, Organizational Learning, and School Change
Quelle	In: Leadership and Policy in Schools, 19 (2020) 3, S.369-389 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anderson, Ross C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2018.1554157
Schlagwörter	Faculty Development; Art; Organizational Learning; Learning Theories; Human Resources; Middle School Teachers; Educational Change; Sustainability; Organizational Culture; Leadership Role; Art Education; Systems Approach; Decision Making; Politics of Education; Teacher Attitudes + Suchen Sie Ihr Suchwort? Arts; Kunst; Organisationslernen; Learning theory; Lerntheorie; Humankapital; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Bildungsreform; Nachhaltigkeit; Unternehmenskultur; Education; Art in Education; Bildung; Erziehung; Systemischer Ansatz; Decision-making; Entscheidungsfindung; Educational policy; Bildungspolitik; Lehrerverhalten
Abstract	This study explores the intersection of arts-integration teacher development and organizational learning in schools. Four frames rooted in organizational learning theory--structural, political, symbolic, and human resource--consider the roles of organizational culture, leadership, and structure in school change efforts. Analyses explored variation across teachers (N = 21) at five U.S. middle schools. Results evaluated: (1) perceptions of the arts-integration reform; (2) the role of frames in generative organizational learning; (3) comparison of salience and emphasis of frames across cases; and (4) confrontation of frames to enhance organizational learning or detract from the uptake and sustainability of change efforts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01