Creating smarter schools through collaboration

Principles of cognitive psychology are considered, not primarily as they inform classroom practice, but as they inform school organization and administrative practice in schools. Theories of knowledge as distributed, social, situated, and based on prior beliefs and knowledge are applied to organizat...

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Published inJournal of educational administration Vol. 38; no. 3; pp. 247 - 272
Main Authors Tschannen-Moran, Megan, Uline, Cynthia, Woolfolk Hoy, Anita, Mackley, Timm
Format Journal Article
LanguageEnglish
Published Armidale MCB UP Ltd 2000
Emerald Group Publishing Limited
Subjects
Academic Achievement
Beliefs
Cognition & reasoning
Cognitive Psychology
Collaboration
Decision making
Discourse Communities
Educational Change
Educational Facilities Improvement
Educational Improvement
Focus Groups
High Schools
Information Processing
Instructional Materials
Interpersonal Relationship
Interviews
Learning
Meetings
Organizational learning
Personal Autonomy
Principals
Psychology
Resistance (Psychology)
School Organization
Student Diversity
Students
Teaching
Teaching Methods
Cognition
Organizational learning
Psychology
Partnering
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Abstract Principles of cognitive psychology are considered, not primarily as they inform classroom practice, but as they inform school organization and administrative practice in schools. Theories of knowledge as distributed, social, situated, and based on prior beliefs and knowledge are applied to organizational learning within schools. Collaborative problem solving is explored as a means that schools might employ to become smarter. The study is situated within a Midwestern high school that is striving to improve itself. This school employs collaborative strategies to learn and adapt to changed expectations and circumstances. In the school examined, this collaboration is orchestrated through the creation of discourse communities among teachers and cognitive apprenticeships among teachers and administrators.
AbstractList Principles of cognitive psychology are considered, not primarily as they inform classroom practice, but as they inform school organization and administrative practice in schools. Theories of knowledge as distributed, social, situated, and based on prior beliefs and knowledge are applied to organizational learning within schools. Collaborative problem solving is explored as a means that schools might employ to become smarter. The study is situated within a Midwestern high school that is striving to improve itself. This school employs collaborative strategies to learn and adapt to changed expectations and circumstances. In the school examined, this collaboration is orchestrated through the creation of discourse communities among teachers and cognitive apprenticeships among teachers and administrators.
Schools are in the learning business. Their central mission is to construct environments that facilitate the learning of essential knowledge, skills, and attitudes. Recent developments in cognitive science suggest new conceptions of cognition that have implications for how we structure learning environments for children and teachers. Critics wonder if schools can keep up with the fast pace learning environment. Tschannen-Moran et al describe organizations as possessing knowledge, as well as strategies for learning or gaining new knowledge. If society thinks of schools as learning organizations, many wonder what they can we glean from new views of cognition to make schools smarter. They apply the principles of cognitive psychology to examine the practices of a Midwestern high school, one that is striving to improve itself. This school provides a context for the study of organizational learning through collaboration and collaborative problem solving. First, they draw on theories of cognition as they might be applied to the organizational learning within schools. Then they consider how a particular school employs collaborative strategies to learn and adapt to changed expectations and circumstances - in other words to become smarter. In the school that they examine, this collaboration is orchestrated through the creation of discourse communities among teachers and cognitive apprenticeships among teachers and administrators.
Author Tschannen-Moran, Megan
Uline, Cynthia
Woolfolk Hoy, Anita
Mackley, Timm
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Schools are in the learning business. Their central mission is to construct environments that facilitate the learning of essential knowledge, skills, and...
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StartPage 247
SubjectTerms Academic Achievement
Beliefs
Cognition & reasoning
Cognitive Psychology
Collaboration
Decision making
Discourse Communities
Educational Change
Educational Facilities Improvement
Educational Improvement
Focus Groups
High Schools
Information Processing
Instructional Materials
Interpersonal Relationship
Interviews
Learning
Meetings
Organizational learning
Personal Autonomy
Principals
Psychology
Resistance (Psychology)
School Organization
Student Diversity
Students
Teaching
Teaching Methods
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