SavedAdd your journal

Journals / Contemporary Educational Technology / 2010 / Cilt: 1 Sayı: 3

Communication Issues in a Leadership Team for Systemic Change in a School District

Zengguan CHEN
Charles M. REİGELUTH
Pages
233–254
Publication Date
2010-09-01
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Based on the findings, suggestions are made to improve several of the 18 continuous processes in the SST Protocol, namely sustain motivation, develop and maintain appropriate leadership, develop group-process and team-building skills, establish team spirit, engage in reflection, communicate with stakeholders, and foster organizational learning.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Fundamental change, or systemic transformation, in public school systems is increasingly recognized as essential for best meeting all students’ needs in a digital, information-based society.
📊
Key Findings & Data:The success of this kind of change depends to a large extent on the effectiveness of a district-wide Leadership Team (LT), which in turn depends on the communication practices of that team.
💡
Conclusion & Impact:Based on the findings, suggestions are made to improve several of the 18 continuous processes in the SST Protocol, namely sustain motivation, develop and maintain appropriate leadership, develop group-process and team-building skills, establish team spirit, engage in reflection, communicate with stakeholders, and foster organizational learning.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Systemic transformation · Change process · Leadership team

Abstract

Fundamental change, or systemic transformation, in public school systems is increasingly recognized as essential for best meeting all students’ needs in a digital, information-based society. The success of this kind of change depends to a large extent on the effectiveness of a district-wide Leadership Team (LT), which in turn depends on the communication practices of that team. This study describes the communication practices of the LT in a district-wide systemic transformation, focusing on the members’ values and beliefs about communication within the team, communication problems, communication channels, and communication sources. The purpose of the study was to improve the guidance offered by the School System Transformation (SST) protocol, a knowledge-base about the systemic transformation process, by identifying preventive measures that could reduce communication problems in a LT. Based on the findings, suggestions are made to improve several of the 18 continuous processes in the SST Protocol, namely sustain motivation, develop and maintain appropriate leadership, develop group-process and team-building skills, establish team spirit, engage in reflection, communicate with stakeholders, and foster organizational learning.

🔖

Cite This Article

CHEN, Z., REİGELUTH, C. M. (2010). Communication Issues in a Leadership Team for Systemic Change in a School District. Contemporary Educational Technology, Cilt: 1 Sayı: 3, 233–254. https://ajindex.com/articles/984589

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (5)

  1. Barrett, D. J. (2008). Leadership communication. New York: McGraw-Hill Companies. Colletta, N. J., & Perkins, G. (2007). Participation in the education and training sector. The World Bank Participation Sourcebook. Comer, J. P., Haynes, N. M., Joyner, E. T., & Ben-Avie, M. (1996). Rallying the whole village: the Comer process for reforming education. New York, NY: Teachers College Press.
  2. Duffy, F. M., & Reigeluth, C. M. (2008). The school system transformation (SST) protocol. Educational Technology, 48(4), 41-49.
  3. Duffy, F. M., Rogerson, L. G., & Blick, C. (2000). Redesigning America's schools: A systems approach to improvement. Norwood, MA: Christopher-Gordon. Fiordo, R. A. (1990). Communication in Education. Calgary: Detselig Enterprises Ltd. Jenlink, P.M., Reigeluth, C.M., Carr, A.A., & Nelson, L.M. (1996). An expedition for change: Facilitating the systemic change process in school districts. Tech Trends, 41(1), 21-30.
  4. Jenlink, P.M., Reigeluth, C.M., Carr, A.A., & Nelson, L.M. (1998). Guidelines for facilitating systemic change in school districts. Systems Research and Behavioral Science, 15(3), 217- 233. Joseph, R. (2003). Formative research on a design theory to facilitate systemic change in public school districts. Unpublished doctoral dissertation, Indiana University, Bloomington. Mclntire, R. G., & Fessenden, J. T. (1994). The self-directed school: Empowering the stakeholders. New York: Scholastic Inc. Miles, M.B., & Huberman, A.M. (1984). Analyzing qualitative data: A source book for new methods. Beverly Hills, CA: Sage Publications. Pascoe, S. M. (2008). Factors influencing attendance for a leadership team in a school district. Unpublished doctoral dissertation, Indiana University, Bloomington. Reigeluth. C. M. (1997). Instructional theory, practitioner needs, and new directions: Some reflections. Educational Technology, 37(1), 42-47.
  5. Reigeluth, C. M. (1999). Instructional-design theories and models. A new paradigm of instructional theory, Volume II. Mahwah, NJ: Lawrence Erlbaum. Reigeluth, C. M. & Frick, T. W. (1999). Formative research: A methodology for creating and improving design theories. In Reigeluth, C. M. Reigeluth (Ed.), Instructional-design theories and models. A new paradigm of instructional theory, Volume II. Mahwah, NJ: Lawrence Erlbaum. Reigeluth, C. M. & Joseph, R. (2001). The systemic change process. Facilitating systemic change [PowerPoint Presentation]. Department of Instructional Systems Technology, School of Education. Indian