Capacity building for school improvement: a case study of a New Zealand school

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aut.relation.endpage179
aut.relation.issue3
aut.relation.pages26
aut.relation.startpage153
aut.relation.volume8
aut.researcherStringer, Patricia
dc.contributor.authorStringer, P
dc.date.accessioned2014-05-28T23:39:23Z
dc.date.accessioned2014-05-28T23:40:02Z
dc.date.available2014-05-28T23:39:23Z
dc.date.available2014-05-28T23:40:02Z
dc.date.copyright2009-08-05
dc.date.issued2009-08-05
dc.description.abstractCapacity building is now mentioned synonymously with school improvement in much of the literature with an absence of debate on the implications of political, social and economic trends. This article explores capacity building in one low decile, multicultural, New Zealand primary school. The research, positioned within an interpretivist paradigm, utilizes a case study and grounded theory approach to explore four aspects: 1. processes that enhance improvement; 2. internal and external influences on capacity building; 3. wider societal factors that influence the development of capacity; 4. links between capacity building and improvement. This article suggests that capacity building for school improvement is time and context dependent and is unique to setting. It occurs in response to individual, collective and systemic need in ways that sustain equilibrium while moving towards improvement. The paper explores key attributes of capacity building: vision; stakeholders as change agents; school culture; professional development. Practices that are examined include knowledge production and utilization; division of labor: roles and responsibilities; and a 'switching-on' mentality. These groups of factors lend themselves to a discussion of four important themes in the capacity building for school improvement process: situated activity; connectedness; leadership, governance and management; and outcomes. This article concludes that the confluence of the contributing factors enables tensions and needs of context to be managed in ways that ensure equilibrium of people, school and system while moving in the direction of improvement.
dc.identifier.citationEducation Research Policy and Practice, vol.8(3), pp.153 - 179 (26)
dc.identifier.doi10.1007/s10671-009-9073-6
dc.identifier.urihttps://hdl.handle.net/10292/7247
dc.languageEnglish
dc.publisherSpringer
dc.relation.replaceshttp://hdl.handle.net/10292/7246
dc.relation.replaces10292/7246
dc.relation.urihttp://dx.doi.org/10.1007/s10671-009-9073-6
dc.rightsAn author may self-archive an author-created version of his/her article on his/her own website and or in his/her institutional repository. He/she may also deposit this version on his/her funder’s or funder’s designated repository at the funder’s request or as a result of a legal obligation, provided it is not made publicly available until 12 months after official publication. He/ she may not use the publisher's PDF version, which is posted on www.springerlink.com, for the purpose of self-archiving or deposit. Furthermore, the author may only post his/her version provided acknowledgement is given to the original source of publication and a link is inserted to the published article on Springer's website. The link must be accompanied by the following text: "The final publication is available at www.springerlink.com”. (Please also see Publisher’s Version and Citation).
dc.rights.accessrightsOpenAccess
dc.subjectCapacity building
dc.subjectSchool improvement
dc.subjectVision
dc.subjectChange
dc.titleCapacity building for school improvement: a case study of a New Zealand school
dc.typeJournal Article
pubs.elements-id167026
pubs.organisational-data/AUT
pubs.organisational-data/AUT/Culture and Society
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