Part I Understanding Educational Change 1. A Brief History of Educational Change 2. Sources of Educational Change 3. The Meaning of Educational Change 4. The Causes and Problems of Initiation 5. The Causes and Problems of Implementation and Continuation 6. Planning Doing and Coping with Change Part II Educational Change at the Local Level 7. The Teacher 8. The Principal 9. The Student 10. The District Administrator 11. The Consultant 12. The Parent and the Community Part III Educational Change at Regional and National Levels 13. Governments 14. Professional Preparation of Teachers 15. Professional Development of Educators 16. The Future of Educational Change

The New Meaning of Educational Change

Introduction 1 Freedom's Just Another Word  2 The Construction of Consent 3 The Neoliberal State 4 Uneven Geographical Developments 5 Neoliberalism with 'Chinese Characteristics' 6 Neoliberalism on Trial 7 Freedom's Prospect Notes Bibliography Index

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A Brief History of Neoliberalism

We build on an emerging strategy literature that views the firm as a bundle of resources and capabilities, and examine conditions that contribute to the realization of sustainable economic rents. Because of (1) resource-market imperfections and (2) discretionary managerial decisions about resource development and deployment, we expect firms to differ (in and out of equilibrium) in the resources and capabilities they control. This asymmetry in turn can be a source of sustainable economic rent. The paper focuses on the linkages between the industry analysis framework, the resource-based view of the firm, behavioral decision biases and organizational implementation issues. It connects the concept of Strategic Industry Factors at the market level with the notion of Strategic Assets at the firm level. Organizational rent is shown to stem from imperfect and discretionary decisions to develop and deploy selected resources and capabilities, made by boundedly rational managers facing high uncertainty, complexity, and intrafirm conflict.

https://www.jstor.org/stable/pdfplus/2486548.pdf

Strategic assets and organizational rent

This paper differs from previous examinations of organizational learning in that it is broader in scope and more evaluative of the literatures. Four constructs related to organizational learning knowledge acquisition, information distribution, information interpretation, and organizational memory are articulated, and the literatures related to each are described and critiqued.

The literature on knowledge acquisition is voluminous and multi-faceted, and so the knowledge acquisition construct is portrayed here as consisting of five subconstructs or subprocesses: 1 drawing on knowledge available at the organization's birth, 2 learning from experience, 3 learning by observing other organizations, 4 grafting on to itself components that possess knowledge needed but not possessed by the organization, and 5 noticing or searching for information about the organization's environment and performance. Examination of the related literatures indicates that much has been learned about learning from experience, but also that there is a lack of cumulative work and a lack of integration of work from different research groups. Similarly, much has been learned about organizational search, but there is a lack of conceptual work, and there is a lack of both cumulative work and syntheses with which to create a more mature literature. Congenital learning, vicarious learning, and grafting are information acquisition subprocesses about which relatively little has been learned.

The literature concerning information distribution is rich and mature, but an aspect of information distribution that is central to an organization's benefitting from its learning, namely how units that possess information and units that need this information can find each other quickly and with a high likelihood, is unexplored. Information interpretation, as an organizational process, rather than an individual process, requires empirical work for further advancement. Organizational memory is much in need of systematic investigation, particularly by those whose special concerns are improving organizational learning and decision making.

https://www.jstor.org/stable/pdfplus/2634941.pdf

Organizational Learning: The Contributing Processes and the Literatures

The concept of school engagement has attracted increasing attention as representing a possible antidote to declining academic motivation and achievement. Engagement is presumed to be malleable, responsive to contextual features, and amenable to environmental change. Researchers describe behavioral, emotional, and cognitive engagement and recommend studying engagement as a multifaceted construct. This article reviews definitions, measures, precursors, and outcomes of engagement; discusses limitations in the existing research; and suggests improvements. The authors conclude that, although much has been learned, the potential contribution of the concept of school engagement to research on student experience has yet to be realized. They call for richer characterizations of how students behave, feel, and think—research that could aid in the development of finely tuned interventions

https://www.jstor.org/stable/pdfplus/3516061.pdf

School Engagement: Potential of the Concept, State of the Evidence

Originally published as Lindblom, C.E. (1959). "The science of "muddling" through," Public Administration Review, 19(2): 79-88. Reprinted with kind permission. For a critical analysis of this issue's Classic Paper "The Science of 'Muddling' Through" by Charles E. Lindblom, please refer to Ronald J. Scott, Jr.'s article "The Science of Muddling Through Revisited" on pages 5-18. SUPPOSE an administrator is given responsibility for formulating policy with respect to inflation. He might start by trying to list all related values in order of importance, e.g., full employment, reasonable business profit, protection of small savings, prevention of a stock market crash. Then all possible policy outcomes could be rated as more or less efficient in attaining a maximum of these values. This would of course require a prodigious inquiry into values held by members of society and an equally prodigious set of calculations on how much of each value is equal to how much of each other value. He could then proceed to outline all possible policy alternatives. In a third step, he would undertake systematic comparison of his multitude of alternatives to determine which attains the greatest amount of values. In comparing policies, he would take advantage of any theory available that generalized about classes of policies. In considering inflation, for example, he would compare all policies in the light of the theory of prices. Since no alternatives are beyond his investigation, he would consider strict central control and the abolition of all prices and markets on the one hand and elimination of all public controls with reliance completely on the free market on the other, both in the light of whatever theoretical generalizations he could find on such hypothetical economies. Finally, he would try to make the choice that would in fact maximize his values. An alternative line of attack would be to set as his principal objective, either explicitly or without conscious thought, the relatively simple goal of keeping prices level. This objective might be compromised or complicated by only a few other goals, such as full employment. He would in fact disregard most other social values as beyond his present interest, and he would for the moment not even attempt to rank the few values that he regarded as immediately relevant. Were he pressed, he would quickly admit that he was ignoring many related values and many possible important consequences of his policies. As a second step, he would outline those relatively few policy alternatives that occurred to him. He would then compare them. In comparing his limited number of alternatives, most of them familiar from past controversies, he would not ordinarily find a body of theory precise enough to carry him through a comparison of their respective consequences. Instead he would rely heavily on the record of past experience with small policy steps to predict the consequences of similar steps extended into the future. Moreover, he would find that the policy alternatives combined objectives or values in different ways. For example, one policy might offer price level stability at the cost of some risk of unemployment; another might offer less price stability but also less risk of unemployment. Hence, the next step in his approach-the final selection- would combine into one the choice among values and the choice among instruments for reaching values. It would not, as in the first method of policymaking, approximate a more mechanical process of choosing the means that best satisfied goals that were previously clarified and ranked. Because practitioners of the second approach expect to achieve their goals only partially, they would expect to repeat endlessly the sequence just described, as conditions and aspirations changed and as accuracy of prediction improved. By Root or by Branch For complex problems, the first of these two approaches is of course impossible. …

The Science of "Muddling Through"

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The science of muddling through

https://www.jstor.org/stable/pdf/976178.pdf

Still muddling, not yet through

I. INTRODUCTION. 1. Challenges Facing Policy Making. 2. The Limits of Analysis. 3. Incrementalism and the Intelligence of Democracy. II. CONVENTIONAL GOVERNMENT AND POLITICS. 4. The Imprecision of Voting. 5. Elected Functionaries. 6. Bureaucracy. 7. Interest Groups in Policy Making. III. BROADER INFLUENCES ON POLICY MAKING. 8. The Privileged Position of Business. 9. Political Inequality. 10. Impaired Inquiry. IV. IMPROVING POLICY MAKING. 11. Making the Most of Analysis. 12. More Democracy?

The policy-making process

Politics and Markets: the World Political Economic Systems , Politics and Markets: the World Political Economic Systems , کتابخانه دیجیتال و فن آوری اطلاعات دانشگاه امام صادق(ع)

Charles E. Lindblom

Papers

The Science of "Muddling Through"

The science of muddling through

Still muddling, not yet through

The policy-making process

Politics and Markets: The World's Political-Economic Systems.