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.
Jack Lam, Y. (2004), "Reconceptualizing a dynamic model of organizational learning for schools", Journal of Educational Administration, Vol. 42 No. 3, pp. 297-311. https://doi.org/10.1108/09578230410534649Download as .RIS
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