• List of Tables, Figures and IllustrationsForewordPrefaceAcknowledgmentsPart I: What Is Organizational Learning?Chapter 1: New Ways of Thinking: New Ways of LearningMoving from an Industrial to a Knowledge SocietyTheory and PracticeA Working Definition of Organizational LearningCase StudyLooking AheadReflective JournalChapter 2: Organizational Learning: Original Sources and PerspectivesWhy Start With Theory?How Will Understanding Theory Help an Organization Learn?Origins of Perspectives on Organizational LearningExample of Single-Loop LearningExample of Double-Loop LearningExample of a Discovering OrganizationComparison of Organizational Adaptation and Organizational LearningExample of Superstitious LearningAn Application of Organizational Learning ConceptsExample of Organizational Learning by Math TeachersReflective JournalChapter 3: Core Assumptions of Organizational Learning PerspectivesCore AssumptionsExample of Multilevel LearningExample of Building Shared UnderstandingsExample of Embedding KnowledgeA Framework for Understanding and Practicing Organizational LearningAn Example of the UnbelievableAct-Then-ThinkExample of How Language Frames IssuesReflective JournalPart II: Why Is Organizational Learning Important For Schools and School Systems?Chapter 4: Ensuring a Cycle of Continuous LearningFrom Individual to Organizational LearningFrom Insights to Institutionalized LearningThe Apple Story: Illustrating Four Learning ProcessesExample of Learning Processes in a Middle SchoolFeed Forward and FeedbackExample of Learning Processes: Change in RoutinesA Cyclical Process of LearningExample of Error Detection as a Source of LearningReflective JournalChapter 5: Organizational Learning as RenewalRenewal for SustainabilityDeutero LearningExample of an Organizational Defensive RoutineDefensive Routines in School ContextsDefensive Routines in ContextFrom Theory to PracticeReflective JournalPart III: How Do Schools and School Systems Foster Organizational Learning?Chapter 6: Prioritizing Learning for All Members: The Primary ConditionWhy is Prioritizing Learning Important?Learning Case StudyLearning: A Way of ThinkingChanging Thinking, Changing VocabularyLearning: The Primary ConditionExample of Openness to Error DetectionEssential QuestionsGetting Started Activities/IdeasFurther ReadingReflective JournalChapter 7: Fostering Inquiry and Its Collateral LearningWhy is Inquiry Important for Organizational Learning?Inquiry: A Specific Kind of LearningInquiry Case StudyInquiry: A Way of ThinkingInquiry and AttitudesInquiry and Attitudes: A Reciprocal ProcessDirect InquiryExample of Collective Inquiry and Openness to New IdeasExample of Inquiry as Continuous ImprovementIndirect InquiryEssential QuestionsGetting Started Activities and IdeasFurther ReadingReflective JournalChapter 8: Facilitating the Dissemination of LearningWhy is Dissemination Important for Organizational Learning?Dissemination Case StudyDissemination: A Way of ThinkingDissemination: Sharing LearningExamples of Dissemination as DialogueExample of a Mismatch Affecting DisseminationEssential QuestionsGetting Started Activities and IdeasFurther ReadingReflective JournalChapter 9: Practicing Democratic PrinciplesWhy are Democratic Principles Important for Organizational Learning?Democratic Principles Case StudyDemocratic Principles: A Way of ThinkingDemocratic Principles: A Way of LivingOpen Systems and Democratic PrinciplesA Contradiction: Democratic Life and the Bureaucratic ModelExample of a Minority as a Catalyst for GoodRoles and Responsibilities in Democratic OrganizationsExample of Dependency and Low ResponsibilitySummary: Leader as ModelExample of Linkages Between Learning and Professional ControlDemocratic Principles and Organizational LearningLong-Term Threats to Democratic Principles in OrganizationsSummary of Threats to Democratic PrinciplesEssential QuestionsGetting Started Activities and IdeasFurther ReadingReflective JournalChapter 10: Attending to Human RelationshipsWhy are Human Relationships Important?Human Relationships Case StudyHuman Relationships: A Way of ThinkingHuman Relationships: A Social InfrastructureSchools With Strong Relational TrustPotential Outcomes of Independence and InterdependenceExample of Conflict as LearningEssential QuestionsGetting Started Activities and IdeasFurther ReadingReflective JournalChapter 11: Providing for Members? Self-FulfillmentWhy is Providing for Members? Self-Fulfillment Important?Members′ Self-Fulfillment Case StudyProviding for Members? Self-Fulfillment: A Way of ThinkingHistorical Communities of LearnersNurturing Members? Quest for Meaningful Values and GoalsValues and Practices of High-Performing Teachers/LeadersWays to Solicit Knowledge From All MembersExample of Goverment Influence on InnovationNurturing Members? Commitment and ConnectionsProviding Opportunities to Communicate and ConnectNurturing Members? Aspirations for GrowthHiring to Enhance RenewalEssential QuestionsGetting Started Activities and IdeasFurther ReadingReflective JournalPart IV: Looking Back, Looking AheadChapter 12: Organizational Learning: A Balancing ActCreating a Culture That Rewards LearningThe Role of Feedback and Feed Forward for LearningExample of Influences Affecting Accuracy of InterpretationsWays to Encourage Argument and FeedbackOrganizational Memory: A Double-Edged SwordOrganizational Learning: Improving Learning, Teaching, and LeadingOrganization Development: Building Schools′Capacity to Develop and Extend Organizational LearningChapter 13: How Research Can Help Schools and Systems Move ForwardExamining AssumptionsQuestions for Researchers and PractitionersWanting to LearnAttending to All Members? GrowthPinehurst Revisited: Practitioners Modeling Research for and With StudentsGlossaryReferencesIndexAbout the Authors

The content of the book is timely and relevant. It covers the theories and concepts that I believe are necessary for my students to adopt in order to become effective administrators of buildings.

• List of Tables, Figures and IllustrationsForewordPrefaceAcknowledgmentsPart I: What Is Organizational Learning?Chapter 1: New Ways of Thinking: New Ways of LearningMoving from an Industrial to a Knowledge SocietyTheory and PracticeA Working Definition of Organizational LearningCase StudyLooking AheadReflective JournalChapter 2: Organizational Learning: Original Sources and PerspectivesWhy Start With Theory?How Will Understanding Theory Help an Organization Learn?Origins of Perspectives on Organizational LearningExample of Single-Loop LearningExample of Double-Loop LearningExample of a Discovering OrganizationComparison of Organizational Adaptation and Organizational LearningExample of Superstitious LearningAn Application of Organizational Learning ConceptsExample of Organizational Learning by Math TeachersReflective JournalChapter 3: Core Assumptions of Organizational Learning PerspectivesCore AssumptionsExample of Multilevel LearningExample of Building Shared UnderstandingsExample of Embedding KnowledgeA Framework for Understanding and Practicing Organizational LearningAn Example of the UnbelievableAct-Then-ThinkExample of How Language Frames IssuesReflective JournalPart II: Why Is Organizational Learning Important For Schools and School Systems?Chapter 4: Ensuring a Cycle of Continuous LearningFrom Individual to Organizational LearningFrom Insights to Institutionalized LearningThe Apple Story: Illustrating Four Learning ProcessesExample of Learning Processes in a Middle SchoolFeed Forward and FeedbackExample of Learning Processes: Change in RoutinesA Cyclical Process of LearningExample of Error Detection as a Source of LearningReflective JournalChapter 5: Organizational Learning as RenewalRenewal for SustainabilityDeutero LearningExample of an Organizational Defensive RoutineDefensive Routines in School ContextsDefensive Routines in ContextFrom Theory to PracticeReflective JournalPart III: How Do Schools and School Systems Foster Organizational Learning?Chapter 6: Prioritizing Learning for All Members: The Primary ConditionWhy is Prioritizing Learning Important?Learning Case StudyLearning: A Way of ThinkingChanging Thinking, Changing VocabularyLearning: The Primary ConditionExample of Openness to Error DetectionEssential QuestionsGetting Started Activities/IdeasFurther ReadingReflective JournalChapter 7: Fostering Inquiry and Its Collateral LearningWhy is Inquiry Important for Organizational Learning?Inquiry: A Specific Kind of LearningInquiry Case StudyInquiry: A Way of ThinkingInquiry and AttitudesInquiry and Attitudes: A Reciprocal ProcessDirect InquiryExample of Collective Inquiry and Openness to New IdeasExample of Inquiry as Continuous ImprovementIndirect InquiryEssential QuestionsGetting Started Activities and IdeasFurther ReadingReflective JournalChapter 8: Facilitating the Dissemination of LearningWhy is Dissemination Important for Organizational Learning?Dissemination Case StudyDissemination: A Way of ThinkingDissemination: Sharing LearningExamples of Dissemination as DialogueExample of a Mismatch Affecting DisseminationEssential QuestionsGetting Started Activities and IdeasFurther ReadingReflective JournalChapter 9: Practicing Democratic PrinciplesWhy are Democratic Principles Important for Organizational Learning?Democratic Principles Case StudyDemocratic Principles: A Way of ThinkingDemocratic Principles: A Way of LivingOpen Systems and Democratic PrinciplesA Contradiction: Democratic Life and the Bureaucratic ModelExample of a Minority as a Catalyst for GoodRoles and Responsibilities in Democratic OrganizationsExample of Dependency and Low ResponsibilitySummary: Leader as ModelExample of Linkages Between Learning and Professional ControlDemocratic Principles and Organizational LearningLong-Term Threats to Democratic Principles in OrganizationsSummary of Threats to Democratic PrinciplesEssential QuestionsGetting Started Activities and IdeasFurther ReadingReflective JournalChapter 10: Attending to Human RelationshipsWhy are Human Relationships Important?Human Relationships Case StudyHuman Relationships: A Way of ThinkingHuman Relationships: A Social InfrastructureSchools With Strong Relational TrustPotential Outcomes of Independence and InterdependenceExample of Conflict as LearningEssential QuestionsGetting Started Activities and IdeasFurther ReadingReflective JournalChapter 11: Providing for Members? Self-FulfillmentWhy is Providing for Members? Self-Fulfillment Important?Members′ Self-Fulfillment Case StudyProviding for Members? Self-Fulfillment: A Way of ThinkingHistorical Communities of LearnersNurturing Members? Quest for Meaningful Values and GoalsValues and Practices of High-Performing Teachers/LeadersWays to Solicit Knowledge From All MembersExample of Goverment Influence on InnovationNurturing Members? Commitment and ConnectionsProviding Opportunities to Communicate and ConnectNurturing Members? Aspirations for GrowthHiring to Enhance RenewalEssential QuestionsGetting Started Activities and IdeasFurther ReadingReflective JournalPart IV: Looking Back, Looking AheadChapter 12: Organizational Learning: A Balancing ActCreating a Culture That Rewards LearningThe Role of Feedback and Feed Forward for LearningExample of Influences Affecting Accuracy of InterpretationsWays to Encourage Argument and FeedbackOrganizational Memory: A Double-Edged SwordOrganizational Learning: Improving Learning, Teaching, and LeadingOrganization Development: Building Schools′Capacity to Develop and Extend Organizational LearningChapter 13: How Research Can Help Schools and Systems Move ForwardExamining AssumptionsQuestions for Researchers and PractitionersWanting to LearnAttending to All Members? GrowthPinehurst Revisited: Practitioners Modeling Research for and With StudentsGlossaryReferencesIndexAbout the Authors

The content of the book is timely and relevant. It covers the theories and concepts that I believe are necessary for my students to adopt in order to become effective administrators of buildings.

• List of Tables, Figures and IllustrationsForewordPrefaceAcknowledgmentsPart I: What Is Organizational Learning?Chapter 1: New Ways of Thinking: New Ways of LearningMoving from an Industrial to a Knowledge SocietyTheory and PracticeA Working Definition of Organizational LearningCase StudyLooking AheadReflective JournalChapter 2: Organizational Learning: Original Sources and PerspectivesWhy Start With Theory?How Will Understanding Theory Help an Organization Learn?Origins of Perspectives on Organizational LearningExample of Single-Loop LearningExample of Double-Loop LearningExample of a Discovering OrganizationComparison of Organizational Adaptation and Organizational LearningExample of Superstitious LearningAn Application of Organizational Learning ConceptsExample of Organizational Learning by Math TeachersReflective JournalChapter 3: Core Assumptions of Organizational Learning PerspectivesCore AssumptionsExample of Multilevel LearningExample of Building Shared UnderstandingsExample of Embedding KnowledgeA Framework for Understanding and Practicing Organizational LearningAn Example of the UnbelievableAct-Then-ThinkExample of How Language Frames IssuesReflective JournalPart II: Why Is Organizational Learning Important For Schools and School Systems?Chapter 4: Ensuring a Cycle of Continuous LearningFrom Individual to Organizational LearningFrom Insights to Institutionalized LearningThe Apple Story: Illustrating Four Learning ProcessesExample of Learning Processes in a Middle SchoolFeed Forward and FeedbackExample of Learning Processes: Change in RoutinesA Cyclical Process of LearningExample of Error Detection as a Source of LearningReflective JournalChapter 5: Organizational Learning as RenewalRenewal for SustainabilityDeutero LearningExample of an Organizational Defensive RoutineDefensive Routines in School ContextsDefensive Routines in ContextFrom Theory to PracticeReflective JournalPart III: How Do Schools and School Systems Foster Organizational Learning?Chapter 6: Prioritizing Learning for All Members: The Primary ConditionWhy is Prioritizing Learning Important?Learning Case StudyLearning: A Way of ThinkingChanging Thinking, Changing VocabularyLearning: The Primary ConditionExample of Openness to Error DetectionEssential QuestionsGetting Started Activities/IdeasFurther ReadingReflective JournalChapter 7: Fostering Inquiry and Its Collateral LearningWhy is Inquiry Important for Organizational Learning?Inquiry: A Specific Kind of LearningInquiry Case StudyInquiry: A Way of ThinkingInquiry and AttitudesInquiry and Attitudes: A Reciprocal ProcessDirect InquiryExample of Collective Inquiry and Openness to New IdeasExample of Inquiry as Continuous ImprovementIndirect InquiryEssential QuestionsGetting Started Activities and IdeasFurther ReadingReflective JournalChapter 8: Facilitating the Dissemination of LearningWhy is Dissemination Important for Organizational Learning?Dissemination Case StudyDissemination: A Way of ThinkingDissemination: Sharing LearningExamples of Dissemination as DialogueExample of a Mismatch Affecting DisseminationEssential QuestionsGetting Started Activities and IdeasFurther ReadingReflective JournalChapter 9: Practicing Democratic PrinciplesWhy are Democratic Principles Important for Organizational Learning?Democratic Principles Case StudyDemocratic Principles: A Way of ThinkingDemocratic Principles: A Way of LivingOpen Systems and Democratic PrinciplesA Contradiction: Democratic Life and the Bureaucratic ModelExample of a Minority as a Catalyst for GoodRoles and Responsibilities in Democratic OrganizationsExample of Dependency and Low ResponsibilitySummary: Leader as ModelExample of Linkages Between Learning and Professional ControlDemocratic Principles and Organizational LearningLong-Term Threats to Democratic Principles in OrganizationsSummary of Threats to Democratic PrinciplesEssential QuestionsGetting Started Activities and IdeasFurther ReadingReflective JournalChapter 10: Attending to Human RelationshipsWhy are Human Relationships Important?Human Relationships Case StudyHuman Relationships: A Way of ThinkingHuman Relationships: A Social InfrastructureSchools With Strong Relational TrustPotential Outcomes of Independence and InterdependenceExample of Conflict as LearningEssential QuestionsGetting Started Activities and IdeasFurther ReadingReflective JournalChapter 11: Providing for Members? Self-FulfillmentWhy is Providing for Members? Self-Fulfillment Important?Members′ Self-Fulfillment Case StudyProviding for Members? Self-Fulfillment: A Way of ThinkingHistorical Communities of LearnersNurturing Members? Quest for Meaningful Values and GoalsValues and Practices of High-Performing Teachers/LeadersWays to Solicit Knowledge From All MembersExample of Goverment Influence on InnovationNurturing Members? Commitment and ConnectionsProviding Opportunities to Communicate and ConnectNurturing Members? Aspirations for GrowthHiring to Enhance RenewalEssential QuestionsGetting Started Activities and IdeasFurther ReadingReflective JournalPart IV: Looking Back, Looking AheadChapter 12: Organizational Learning: A Balancing ActCreating a Culture That Rewards LearningThe Role of Feedback and Feed Forward for LearningExample of Influences Affecting Accuracy of InterpretationsWays to Encourage Argument and FeedbackOrganizational Memory: A Double-Edged SwordOrganizational Learning: Improving Learning, Teaching, and LeadingOrganization Development: Building Schools′Capacity to Develop and Extend Organizational LearningChapter 13: How Research Can Help Schools and Systems Move ForwardExamining AssumptionsQuestions for Researchers and PractitionersWanting to LearnAttending to All Members? GrowthPinehurst Revisited: Practitioners Modeling Research for and With StudentsGlossaryReferencesIndexAbout the Authors

The content of the book is timely and relevant. It covers the theories and concepts that I believe are necessary for my students to adopt in order to become effective administrators of buildings.