Teachers' professional development in departmentalised, loosely coupled organisations: Lessons for school improvement from a case study of two curriculum departments

School Effectiveness and School Improvement

Volumn 18, Issue 3, 2007, Pages 273-301

  De Lima, Jorge Ávila ^a  

^a UNIVERSITY OF THE AZORES   (Portugal)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34548331567     PISSN: 09243453     EISSN: 17445124     Source Type: Journal    
DOI: 10.1080/09243450701434156     Document Type: Article

References (71)

1. Bacharach, S. B., & Aiken, M. (1977). Communication in administrative bureaucracies. Academy of Management Journal, 20(3), 365-377.
2. Bakkenes, I. (1996). Professional isolation of primary school teachers: A task-specific approach. Leiden, The Netherlands: DSWO Press.
3. Bennett, N. (1999). Middle management in secondary schools: Introduction. School Leadership & Management, 19(3), 289-292.
4. Blau, P. (1970). A formal theory of differentiation in organisations. American Sociological Review, 35, 205-218.
5. Borgatti, S. P., Everett, M. G., & Freeman, L. C. (2002). UCINET for Windows: Software for social network analysis. Harvard, MA: Analytic Technologies.
6. Brass, D. J. (1995). A social network perspective on human resources management. Research in Personnel and Human Resources Management, 13, 39-79.
7. Brown, G., Lawrence, T. B., & Robinson, S. L. (2005). Territoriality in organizations. Academy of Management Review, 30(3), 577-594.
8. Burt, R. S. (1997). The contingent value of social capital. Administrative Science Quarterly, 42, 339-365.
9. Burt, R. S. (2005). Brokerage & closure: An introduction to social capital. Oxford: Oxford University Press.
10. Busher, H., & Harris, A. (1999). Leadership of school subject areas: Tensions and dimensions of managing in the middle. School Leadership & Management, 19(3), 305-317.
11. Cohen, M. D., March, J. G., & Olsen, J. P. (1972). A garbage can model of organisational choice. Administrative Science Quarterly, 17(1), 1-25.
12. Cross, R., Borgatti, S. P., & Parker, A. (2002). Making invisible work visible: Using social network analysis to support strategic collaboration. California Management Review, 44(2), 25-46.
13. Cross, R., & Parker, A. (2004). The hidden power of social networks: How work really gets done in organisations. Boston, MA: Harvard Business School Press.
14. Cummings, J. N., & Cross, R. (2003). Structural properties of work groups and their consequences for performance. Social Networks, 25, 197-210.
15. Firestone, W. (1985). The study of loose coupling: Problems, progress, and prospects. Research in Sociology of Education and Socialization, 5, 3-30.
16. Fitz-Gibbon, C. T. (1992). School effects at A level: Genesis of information system? In D. Reynolds & P. Cuttance (Eds.), School effectiveness: Research, policy and practice (pp. 96-120). London: Cassell.
17. Fullan, M. (2000). The return of large-scale reform. Journal of Educational Change, 1(1), 5-28.
18. Goodman, P. S. (2000). Missing organisational linkages: Tools for cross-level research. Thousand Oaks, CA: Sage.
19. Granovetter, M. (1973). The strength of weak ties. American Journal of Sociology, 78(6), 1360-1380.
20. Granovetter, M. (1985). Economic action and social structure: The problem of embeddedness. American Journal of Sociology, 91, 481-510.
21. Hansen, M. T. (1999). The search-transfer problem: The role of weak ties in sharing knowledge across organisation subunits. Administrative Science Quarterly, 44, 82-111.
22. Hansen, M. T. (2002). Knowledge networks: Explaining effective knowledge sharing in multiunit companies. Organisation Science, 13(3), 232-248.
23. Harris, A. (2000). Effective leadership and departmental improvement. Westminster Studies in Education, 23, 81-90.
24. Harris, A. (2001). Department improvement and school improvement: A missing link? British Education Research Journal, 27(A), 477-486.
25. Hopkins, D. (2001). School improvement for real. London: RoutledgeFalmer.
26. Hopkins, D., Ainscow, M., & West, M. (1997). School improvement - Propositions for action. In A. Harris, N. Bennett, & M. Preedy (Eds.), Organisational effectiveness and improvement in education (pp. 261 -270). Buckingham, UK: Open University Press.
27. Jablin, F. M. (1987). Formal organisation structure. In F. M. Jablin, L. L. Putnam, K. H. Roberts, & L. W. Porter (Eds.), Handbook of organisational communication: An interdisciplinary perspective (pp. 389-419). Newbury Park, CA: Sage.
28. Johnson, S. M. (1990). The primacy and potential of high school departments. In M. W. McLaughlin, J. E. Talbert, & N. Bascia (Eds.), The contexts of teaching in secondary schools: teachers' realities (pp. 167-184). New York: Teachers College Press.
29. Joyce, B., Calhoun, E., & Hopkins, D. (1999). The new structure of school improvement: Inquiring schools and achieving students. Buckingham, UK: Open University Press.
30. Kilduff, M., & Corley, K. G. (2000). Organisational culture from a network perspective. In N. M. Ashkanasy, C. P. M. Wilderom, & M. F. Peterson (Eds.), Handbook of organisational culture and climate (pp. 211-221). Thousand Oaks, CA: Sage.
31. Krackhardt, D. (1992). The strength of strong ties: The importance of philos in organisations. In N. Nohria & R. G. Eccles (Eds.), Networks and organisations: Structures, form, and action (pp. 216-239). Boston, MA: Harvard Business School Press.
32. Lawrence, P. R., & Lorsch, J. W. (1967). Differentiation and integration in complex organisations. Administrative Science Quarterly, 12(1), 1-47.
33. Levin, D. Z., & Cross, R. (2004). The strength of weak ties you can trust: The mediating role of trust in effective knowledge transfer. Management Science, 50(11), 1477-1490.
34. Lima, J. A. (1997). Colleagues and friends: Professional and personal relationships among teachers in two Portuguese secondary schools. Unpublished PhD thesis. Ponta Delgada, Portugal: University of the Azores.
35. Lima, J. A. (2003). Trained for isolation: The impact of departmental cultures on student teachers' views and practices of collaboration. Journal of Education for Teaching, 29(3), 197-218.
36. Lima, J. A. (2004). Social networks in teaching. In I. Goodson & F. Hernandez (Eds.), The social geographies of educational change (pp. 29-46). Dordrecht, The Netherlands: Kluwer.
37. Lin, N. (2001). Social capital: A theory of social structure and action. Cambridge, UK: Cambridge University Press.
38. Little, J. (1990). The persistence of privacy: Autonomy and initiative in teachers' professional relations. Teachers College Record, 91(4), 509-536.
39. Lutz, F. W. (1982). Tightening up loose coupling in organisations of higher education. Administrative Science Quarterly, 27(4), 653-669.
40. March, J., & Olsen, J. (1976). Ambiguity and choice in organisations. Bergen, Norway: Universitetsforlaget.
41. Marsden, P. V., & Campbell, K. E. (1984). Measuring tie strength. Social Forces, 63(2), 482-501.
42. Martin, J., & Frost, P. (1996). The organisational culture war games: A struggle for intellectual dominance. In S. R. Clegg, C. Hardy, & W. R. Nord (Eds.), Handbook of Organisation Studies (pp. 599-621). London: Sage.
43. McLaughlin, M. W. (1993). What matters most in teachers' workplace context? In J. W. Little & M. W. McLaughlin (Eds.), Teachers' work: Individuals, colleagues, and contexts (pp. 79-103). New York/London: Teachers College Press.
44. McLaughlin, M. W., & Talbert, J. (2001). Professional communities and the work of high school teaching. Chicago/London: The University of Chicago Press.
45. Meyerson, D., & Martin, J. (1987). Cultural change: An integration of three different views. Journal of Management Studies, 24, 623-647.
46. Monge, P. R., & Contractor, N. S. (2003). Theories of communication networks. Oxford: Oxford University Press.
47. Newmann, F. M., King, M. B., & Youngs, P. (2000). Professional development that addresses school capacity: Lessons from urban elementary schools. American Journal of Education, 108(4), 259-299.
48. Nohria, N., & Eccles, R. G. (Eds.). (1992), Networks and organisations: Structures, form, and action. Boston, MA: Harvard Business School Press.
49. Nuttall, D., Goldstein, H., Prosser, R., & Rasbash, J. (1989). Differential school effectiveness. International Journal of Education Research, 13, 769-776.
50. Orton, J. D., & Weick, K. E. (1990). Loosely coupled systems: A reconceptualization. Academy of Management Review, 15(2), 203-223.
51. Pang, N. S.-K. (2003). Binding forces and teachers' school life: A recursive model. School Effectiveness and School Improvement, 14, 293-320.
52. Reagans, R., & McEvily, B. (2003). Network structure and knowledge transfer: The effects of cohesion and range. Administrative Science Quarterly, 48(2), 240-267.
53. Rentsch, J. (1990). Climate and culture: Interaction and qualitative differences in organisational meaning. Journal of Applied Psychology, 75(6), 668-681.
54. Reynolds, D. (1998). The study and remediation of ineffective schools: Some further reflections. In L. Stoll & K. Myers (Eds.), No quick fixes: Perspectives on schools in difficulty (pp. 163-174). London: Falmer Press.
55. Reynolds, D., & Teddlie, C. (with D. Hopkins and S. Stringfield) (2000). Linking school effectiveness and school improvement. In C. Teddlie & D. Reynolds (Eds.). The international handbook of school effectiveness research (pp. 206-231). London and New York: Routledge Falmer.
56. Rosenholtz, S. J. (1991). Teachers' workplace: The social organisation of schools. New York: Teachers College Press.
57. Sammons, P., Thomas, S., & Mortimore, P. (1997). Forging links: Effective schools and effective departments. London: Paul Chapman.
58. Scheerens, J. (1992). Effective schooling: Research, theory and practice. London: Cassell.
59. Sergiovanni, T. J. (1984). Leadership and excellence in schooling. Educational Leadership, 41(5), 4-13.
60. Siskin, L. S. (1994). Realms of knowledge: Academic departments in secondary schools. Washington, DC/London: The Falmer Press.
61. Siskin, L. S., & Little, J. W. (1995). The subjects in question: Departmental organisation and the high school. New York and London: Teachers College Press.
62. Stohl, C. (1995). Organisational communication: Connectedness in action. Thousand Oaks, CA: Sage.
63. Szulanski, G. (1996). Exploring internal stickiness: Impediments to the transfer of best practice within the firm. Strategic Management Journal, 17, 27-43.
64. Weick, K. E. (1976). Educational organisations as loosely coupled systems. Administrative Science Quarterly, 21(1), 1-19.
65. Weick, K. E. (1982a). Administering education in loosely coupled systems. Phi Delta Kappan, 65(10), 673-676.
66. Weick, K. E. (1982b). Management of organisational change among loosely coupled elements. In P. S. Goodman & Associates (Eds.), Change in organisations (pp. 375-408). San Francisco: Jossey-Bass.
67. Wetherill, K. S., & Applefield, J. M. (2005). Using school change states to analyze comprehensive school reform projects. School Effectiveness and School Improvement, 16, 197-215.
68. Wilson, B. L., & Corbett, H. D. (1983). Organisation and change: The case of organisational coupling in education. Educational Administration Quarterly, 19(4), 85-104.
69. Witziers, B., Sleegers, P., & Imants, J. (1999). Departments as teams: Functioning, variations and alternatives. School Leadership & Management, 19(3), 293-304.
70. Zalesny, M. D., & Farace, R. V. (1987). Traditional versus open offices: A comparison of sociotechnical, social relations, and symbolic meaning perspectives. Academy of Management Journal, 30(2), 240-259.
71. Zey-Ferrell, M. (1979). Dimensions of organisations: Environment, context, structure, process, and performance. Santa Monica, CA: Goodyear.