How Sociocultural and Organizational Learning Theories Elaborate District Central Office Administrators' Participation in Teaching and Learning Improvement Efforts. by Patricia Ascue

How Sociocultural and Organizational Learning Theories Elaborate District Central Office Administrators' Participation in Teaching and Learning Improvement Efforts. by Patricia Ascue https://padlet.com/pascue/8264ivwupxni ED 624 Organizational Learning Theory Poster- Patricia Ascue en-us 2018-08-31 00:06:21 UTC 2018-09-01 00:28:14 UTC hello@padlet.com pascue https://padlet.com/pascue/8264ivwupxni/wish/276779774 Education: B.A. Brown University]]> 2018-08-31 00:41:02 UTC https://padlet.com/pascue/8264ivwupxni/wish/276779774 Lev Vygotsky's model of sociocultural learning theory states that a learner's environment plays a significant role in their learning. According to Honig, the sociocultural learning theory is empirical to the policies which govern the educational realm (2008). The emphasis that is placed upon the importance of collaboration and correlation between interpersonal interactions and shared work by district leaders and school colleagues dictates the teaching and learning improvements efforts affiliated with the implementation of this theory (Honig, 2008). pascue https://padlet.com/pascue/8264ivwupxni/wish/276787139 2018-08-31 01:39:29 UTC https://padlet.com/pascue/8264ivwupxni/wish/276787139 Learning is the gaining of new knowledge, and the ability to apply that new knowledge in order to improve performance (https://www.merriam-webster.com/dictionary/learning). According to Honig (2008), the Organizational Learning Theory is the process of creating, retaining, and transferring knowledge within an organization. With this in mind, the theory dictates the process by which central office administrators effectively participate in teaching and learning improvement efforts at the central office level. pascue https://padlet.com/pascue/8264ivwupxni/wish/276788089 2018-08-31 01:48:34 UTC https://padlet.com/pascue/8264ivwupxni/wish/276788089 Honig conducted her own research to correlate the two learning theories as they pertain to the framework by which the central office administrators participate in shared work by district leaders and school colleagues to improve teaching and learning efforts (2008). In her findings she found that much of central office administrators' engagement was influenced by community leaders and the overall readiness of school affiliates in their learning partnerships(Honig, 2008). pascue https://padlet.com/pascue/8264ivwupxni/wish/276788917 2018-08-31 01:55:05 UTC https://padlet.com/pascue/8264ivwupxni/wish/276788917 Much is to be learned from the organizational learning theorists as they affiliate political tensions and powers struggles as the defining factor that determines the basis for central office life (Honig, 2008). Therefore, concluding that neither learning theory is prevalent in teaching and learning improvement efforts at the central office level (Honig, 2008). pascue https://padlet.com/pascue/8264ivwupxni/wish/277033291 2018-08-31 23:06:33 UTC https://padlet.com/pascue/8264ivwupxni/wish/277033291 HONIG, M. I. (2008). District Central Offices as Learning Organizations: How Sociocultural and Organizational Learning Theories Elaborate District Central Office Administrators' Participation in Teaching and Learning Improvement Efforts. American Journal Of Education, 114(4), 627-664. pascue https://padlet.com/pascue/8264ivwupxni/wish/277034483 2018-08-31 23:24:34 UTC https://padlet.com/pascue/8264ivwupxni/wish/277034483 pascue https://padlet.com/pascue/8264ivwupxni/wish/277034717 2018-08-31 23:28:48 UTC https://padlet.com/pascue/8264ivwupxni/wish/277034717 Meredith I. Honig pascue https://padlet.com/pascue/8264ivwupxni/wish/277034827 2018-08-31 23:30:58 UTC https://padlet.com/pascue/8264ivwupxni/wish/277034827