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  • 1
    Electronic Resource
    Electronic Resource
    The relative effects of environmental, internal and contextual factors on organizational learning: the case of Hong Kong schools under reforms (2003)
    Bingley : Emerald
    The @learning organization 10 (2003), S. 83-97 
    Details
    ISSN: 0969-6474
    Source: Emerald Fulltext Archive Database 1994-2005
    Topics: Education
    Notes: In the context of rapid environmental changes under current school reform, the present paper attempts to locate an answer for a historical question related to the sources of organizational changes and for a prevailing question probing the relationships among external, internal and contextual factors affecting school organizational learning. Based on the information provided by 1,197 teaching staff from 67 Hong Kong government-aided elementary and secondary schools, the present study confirms the proposition advanced by the "strategic choice school", that it is leadership action which accounts for organizational adaptation. Moreover, through a series of path analyses, transformational leadership along with supportive culture and flexible structure are mainly accountable for organizational learning, while external and contextual conditions provide the additional incentives in dictating the extent of organizational learning that is taking place in schools.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1108/09696470310462094
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    Paper (German National Licenses)
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  • 2
    Electronic Resource
    Electronic Resource
    Reconceptualizing problem-solving and conflict resolution in schools: a multi-disciplinary perspective (2000)
    Bingley : Emerald
    International journal of educational management 14 (2000), S. 84-90 
    Details
    ISSN: 0951-354X
    Source: Emerald Fulltext Archive Database 1994-2005
    Topics: Education
    Notes: Engulfed in the rising tide of youth misdemeanors and youth social problems, public educators everywhere are looking for means and ways of restoring social order and ecological sanity to the classroom and the school. While there is no ready-made panacea for the deep-rooted problems, the present writer points to a necessity for improving the contextual conditions of the school to nurture a multi-disciplinary approach of problem-solving and conflict resolution. It is through the breakdown of the traditional compartmentalization of disciplines and jurisdictional isolation. Can the school unleash collective wisdom and engage in a self-renewed process of organizational learning to surmount the growing severity of students' anti-social behaviors that threaten to derail school reform?
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1108/09513540010315904
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    Paper (German National Licenses)
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  • 3
    Electronic Resource
    Electronic Resource
    Toward reconceptualizing organizational learning: a multidimensional interpretation (2001)
    Bingley : Emerald
    International journal of educational management 15 (2001), S. 212-219 
    Details
    ISSN: 0951-354X
    Source: Emerald Fulltext Archive Database 1994-2005
    Topics: Education
    Notes: Reflecting on the massive literature available on "organizational learning" which tends to conceal rather than clarify this important concept, the author reorders Senge's five capacities to show how individual learning can normally be developed into collective learning. Attempts have been made to transform Senge's work into a three-dimensional configuration, making it more explicit as to how the process of critical information/knowledge spreads throughout the system, and to the ultimate motives that drive an organization into such a process. Further postulation of the stages that an organization might have gone through during such a process is advanced. The important roles played by external environment and by internal organizational conditions, which may facilitate or deter the process, are also identified.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1108/09513540110396779
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    Paper (German National Licenses)
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  • 4
    Electronic Resource
    Electronic Resource
    In search of basic sources that propel organizational learning under recent Taiwanese school reforms (2002)
    Bingley : Emerald
    International journal of educational management 16 (2002), S. 216-228 
    Details
    ISSN: 0951-354X
    Source: Emerald Fulltext Archive Database 1994-2005
    Topics: Education
    Notes: Reports upon research carried out in Taiwan to assess the relative importance of external environment, internal conditions and contextual variables as the major source or momentum for school organizational learning. Maps out the intricate causal relationships among all external, internal and contextual factors with organizational learning process and outcomes. The sample comprised 51 primary and 37 secondary schools. It was found that school internal conditions - notably transformational leadership, positive school culture and supportive structure - outrank factors from other sources as the most critical elements in promoting organizational change, irrespective of the type and nature of schools or individual personal and background factors. Environmental constraints were not shown to be the dominant forces for organizations to engage in learning. Concludes that it is the leaders through their voluntary choice who bring about organizational change.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1108/09513540210434595
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    Paper (German National Licenses)
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  • 5
    Electronic Resource
    Electronic Resource
    Economic rationalism and education reforms in developed countries (2001)
    Bingley : Emerald
    Journal of educational administration 39 (2001), S. 346-358 
    Details
    ISSN: 0957-8234
    Source: Emerald Fulltext Archive Database 1994-2005
    Topics: Education
    Notes: In contrast to those of the earlier decades, recent school changes and educational reforms in developed countries are not governed by ideologies originated from specific social or national contexts, attempting to address unique specific interests or educational concerns. Rather, the universal "economic rationalism" is contended to be the primary driving force shaping the nature and spirit of the global educational reforms. In support of this conviction, reform literature prepared by scholars from America, Canada, England and Australia is examined. By identifying some common threads extracted from diverse articles, a general model is woven, linking rationalistic principles such as efficiency, productivity and accountability with various formats of reforms. Specific objectives include cost-reduction, higher rate of social return, more reliable and comparable outcome assessment and greater market (public) control. Public educators should realign themselves to this paradigm shift if they are to retain their professional leadership in a more turbulent environment.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1108/EUM0000000005495
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    Paper (German National Licenses)
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  • 6
    Electronic Resource
    Electronic Resource
    School organizational structures: effects on teacher and student learning (2005)
    Bingley : Emerald
    Journal of educational administration 43 (2005), S. 387-401 
    Details
    ISSN: 0957-8234
    Source: Emerald Fulltext Archive Database 1994-2005
    Topics: Education
    Notes: Purpose - The present study attempted to explore the relationship between teacher learning and student learning under different school structural conditions. Design/methodology/approach - Some 1,330 teachers from 29 secondary schools of different community backgrounds and student academic abilities in Hong Kong were surveyed, using instruments from diverse conceptual sources. Findings - Findings emerging from the data supported two propositions: First, high flexible structure fostered conditions that were more conducive to teachers' learning than working conditions which were perceived as "medium" or "rigid" structures. Second, the three structural conditions that elevated greater teacher learning as reported. i.e. having greater control, higher motivation and more collective learning opportunities, exerted a definitive impact on students' progress in diverse aspects of their development. Originality/value - The results highlight the significance of structural impact on school performance. In so doing, it underscores the need for broadening the scope of investigation of other equally salient internal school environmental features for a better understanding of how school organizational self-propelled improvement can be sustained.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1108/09578230510605432
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    Paper (German National Licenses)
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  • 7
    Electronic Resource
    Electronic Resource
    Differential developments of Taiwanese schools in organizational learning: exploration of critical factors (2003)
    Bingley : Emerald
    International journal of educational management 17 (2003), S. 262-271 
    Details
    ISSN: 0951-354X
    Source: Emerald Fulltext Archive Database 1994-2005
    Topics: Education
    Notes: Against the backgrounds of twin forces (grass-root and government) that have governed the reform movement in Taiwan since 1995, the present paper attempts to assess school development along the path towards learning organizations. Guiding the present assessment is a newly conceived model, which resorts to organizational learning processes and outcomes to construct a two-by-two typology, and four possible stages of development were postulated. From the distribution of a sample of 88 elementary and secondary Taiwanese schools, a bipolar concentration of schools in the relatively unchanged conditions and advanced stages of organizational learning were found. This suggested a sharp contrast between schools that prefer status quo versus those that actively search for new directions in meeting the rising challenges. Further exploration of factors that promote organizational changes revealed that external, intra-organizational and, to a smaller extent, the contextual factors all play some part in organizational learning. Additional interviews with principals of schools located in differential stages of development clarify how their perception and mentality shape their schools' development.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1108/09513540310487596
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    Paper (German National Licenses)
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  • 8
    Electronic Resource
    Electronic Resource
    Reconceptualizing a dynamic model of organizational learning for schools (2004)
    Bingley : Emerald
    Journal of educational administration 42 (2004), S. 297-311 
    Details
    ISSN: 0957-8234
    Source: Emerald Fulltext Archive Database 1994-2005
    Topics: Education
    Notes: As a follow-up to an earlier effort to distinguish schools by stages of development along the context of organizational learning (OL), this paper further targets the OL processes and outcomes to generate a more dynamic and functional framework for sustaining and refining the earlier version of the typology. It is hoped that through such a framework, the conditions that register the developmental characteristics of a school organization can be readily pinpointed. By comparison of schools in different conditions, factors that promote or retard school progress towards attaining the status of a learning organization can also be extracted for organizational restructuring.
    Type of Medium: Electronic Resource
    URL: http://dx.doi.org/10.1108/09578230410534649
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    Paper (German National Licenses)
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  • 9
    Electronic Resource
    Electronic Resource
    Rotational isomerism in 1,2-diphenyltetrafluoroethane
    Amsterdam : Elsevier
    Journal of Molecular Structure 238 (1990), S. 101-109 
    Details
    ISSN: 0022-2860
    Source: Elsevier Journal Backfiles on ScienceDirect 1907 - 2002
    Topics: Chemistry and Pharmacology , Physics
    Type of Medium: Electronic Resource
    URL: http://linkinghub.elsevier.com/retrieve/pii/0022-2860(90)85009-8
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    Paper (German National Licenses)
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  • 10
    Electronic Resource
    Electronic Resource
    Rotational isomerism in 2-methyl-1,2-dinitropropane
    Amsterdam : Elsevier
    Journal of Molecular Structure 221 (1990), S. 115-126 
    Details
    ISSN: 0022-2860
    Source: Elsevier Journal Backfiles on ScienceDirect 1907 - 2002
    Topics: Chemistry and Pharmacology , Physics
    Type of Medium: Electronic Resource
    URL: http://linkinghub.elsevier.com/retrieve/pii/0022-2860(90)80395-Z
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    Paper (German National Licenses)
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