AUT LibraryAUT
View Item 
  •   Open Research
  • AUT Faculties
  • Faculty of Culture and Society
  • School of Education
  • View Item
  •   Open Research
  • AUT Faculties
  • Faculty of Culture and Society
  • School of Education
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

Capacity building for school improvement: knowledge production and utilization

Stringer, P
Thumbnail
View/Open
Book Chapter in Issues on Education and Research Volume 3.pdf (166.7Kb)
Knowledge Production and Utilization.ppt (2.138Mb)
Permanent link
http://hdl.handle.net/10292/7280
Metadata
Show full metadata
Abstract
Educational reform, focused on promoting student learning, depends on schools’ capacity to improve. Building capacity for school improvement is critical. This paper explores capacity building in one low decile, multicultural New Zealand primary school from the perspective of teacher (individual and collective) and systemic knowledge production and utilization. The research, positioned within an interpretivist paradigm, utilizes a case study and grounded theory approach to explore knowledge production and utilization that is situated, connected, involves leadership and management and is outcomes based. Knowledge production and utilization is time and context dependent and is unique to setting. It occurs in response to individual and systemic need. It is a critical factor in sustaining school capacity building. Capacity building for school improvement is defined as maintaining equilibrium while generating movement in the direction of improvement. The paper explores key attributes of knowledge production and utilization within a framework of: school vision that secures a sense of direction and purpose; school culture which provides a suitable platform for enacting performance; professional development that facilitates individual, collective and systemic learning; and school stakeholder activity that promotes knowledge acquisition, distribution, adaption and usage systems and processes. The individual, collective and systemic dimensions of knowledge production and utilization serve a predictive purpose. Predictive purpose is defined as the ability to determine future pathways for improvement based on evidential data processed, analyzed and modified to site specification. Knowledge production and utilization holds considerable promise for school improvement and, as such, requires deeper investigation.
Keywords
Capacity building; School improvement; Education; Knowledge production and utilization
Date
May 27, 2010
Source
Twelfth Annual International Conference on Education held at Athens, Greece, Athens, Greece, 2010-05-24 to 2010-05-27, published in: ABSTRACT BOOK 12th Annual International Conference on Education, pp.1 - 182 (182)
Item Type
Conference Contribution
Publisher
Athens Institute for Education and Research
Publisher's Version
http://www.atiner.gr/docs/ABSTRACT-PUBLICATIONS.htm
Rights Statement
NOTICE: this is the author’s version of a work that was accepted for publication. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in (see Citation). The original publication is available at (see Publisher's Version).

Contact Us
  • Admin

Hosted by Tuwhera, an initiative of the Auckland University of Technology Library

 

 

Browse

Open ResearchTitlesAuthorsDateSchool of EducationTitlesAuthorsDate

Alternative metrics

 

Statistics

For this itemFor all Open Research

Share

 
Follow @AUT_SC

Contact Us
  • Admin

Hosted by Tuwhera, an initiative of the Auckland University of Technology Library