Rethinking Knowledge Management: Strategies for Enhancing District-Level Teacher and Leader Tacit Knowledge Sharing

Autor/in	Edge, Karen
Titel	Rethinking Knowledge Management: Strategies for Enhancing District-Level Teacher and Leader Tacit Knowledge Sharing
Quelle	In: Leadership and Policy in Schools, 12 (2013) 3, S.227-255 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2013.826810
Schlagwörter	Knowledge Management; Theories; Educational Strategies; Foreign Countries; School Districts; Program Implementation; Futures (of Society); Literacy Education; Educational Improvement; Faculty Development; Preschool Teachers; Elementary School Teachers; Kindergarten; Semi Structured Interviews; Administrator Attitudes; Principals; Strategic Planning; Networks; Expertise; Committees; Qualitative Research; Canada (Toronto) + Suchen Sie Ihr Suchwort? Wissensmanagement; Theory; Theorie; Lehrstrategie; Ausland; School district; Schulbezirk; Future; Society; Zukunft; Teaching improvement; Unterrichtsentwicklung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter; Strategy; Planning; Strategie; Planung; Expert appraisal; Committee; Ausschuss; Qualitative Forschung
Abstract	Grounded within knowledge management (KM) theory and conceptions of tacit and explicit knowledge, this article draws on historical evidence from the Early Years Literacy Project (EYLP), a four-year instructional renewal strategy implemented across 100 schools in a large Canadian school district. The EYLP management approach included a series of interconnected crosscutting committees supporting powerful knowledge-sharing opportunities. The factors influencing tacit knowledge sharing and the unanticipated consequences for program implementation are explored. Finally, the implications of the findings for research and practice related to tacit and explicit knowledge and KM are discussed, along with recommendations for future research and practice. (As Provided).
Anmerkungen	Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10