How Can Organizational and Sociocultural Learning Theories Shed Light on District Instructional Reform?

Abstract

This article explores how organizational and sociocultural learning theories can help us to understand the problem of system‐wide instructional reform in school districts. After briefly summarizing the central challenges facing leaders in such districts, the article reviews key ideas associated with each theoretical lens and considers how each lens can sharpen understanding of these challenges and how, viewed together, these organizational and sociocultural lenses might offer a more integrated understanding of this leadership problem. After noting some blind spots, the article concludes with several observations about prospects for this kind of work.

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