Total quality management meets whole language reform: A site for investigating administrators’ learning

Richard S. Prawat*, Penelope L. Peterson

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

In this study, we investigate two principals’ learning in a progressive district in the southern United States. Both principals talked about ‘ownership’ and ‘continuous progress'as key to education reform, yet their words carried different meanings for learning. Principals’ use of reform terminology was embedded within two distinctly different communities of principal's practice -- Total Quality Management and ‘whole language’. We conclude by discussing ways to bridge such gaps in understanding among principals and communities by creating opportunities for learning and discourse. Educational administrators might thereby talk about and explore the different nuances of meaning they bring to their practice.

Original languageEnglish (US)
Pages (from-to)441-464
Number of pages24
JournalJournal of Education Policy
Volume11
Issue number4
DOIs
StatePublished - Jul 1 1996

ASJC Scopus subject areas

  • Education

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