Sustaining School Improvement

Authors

  • David F. Bower

DOI:

https://doi.org/10.29173/cmplct8744

Abstract

Complexity theory offers new concepts such as self-organization and emergence that may assist schools to find more holistic ways to sustain reform and improvement. The article summarizes a qualitative phenomenological study that examined the experiences of the staff of one middle school in order to better understand the phenomena of self-organization and its role in sustaining school improvement. Self-organization and renewal sustain reform and improvement indirectly and are also related to emergence. Leadership supports and sustains the dynamics of self-organization, renewal, and improvement in individual and collective ways. This study suggests that processes of self-organization can help schools to sustain reform and improvement by internalizing purpose and focus.

Author Biography

David F. Bower

David F. Bower, Ed.D., is an assistant professor of teacher education at Ohio University and is coordinator of the Middle Childhood program. He received his bachelor’s degree from Grove City College. He earned a Masters degree in Educational Administration and a Doctor of Education degree from the University of New Mexico. Dr. Bower is the former principal of Roosevelt Middle School in Albuquerque, NM. His primary research interests are teacher education and preparation, complexity theory, and organizational dynamics.

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Published

2006-12-01

Issue

Section

Research Articles