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Schools as Learning Organisations in Wales: A Critical Exploration of the International Evidence Base
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Angella Cooze
Cylchgrawn Addysg Cymru / Wales Journal of Education, Volume: 24, Issue: 1
Swansea University Authors:
Alma Harris, Michelle Jones , Angella Cooze
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© 2022 The Author(s). This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY 4.0)
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DOI (Published version): 10.16922/wje.24.1.3
Abstract
Within the Welsh education system, ‘Schools as Learning Organisations’ (SLOs) remains a centrepiece of current education policy. This article considers some of the key evidence base(s) that connect to and underpin the SLO model in Wales. This is not a review of the literature but rather an overview...
| Published in: | Cylchgrawn Addysg Cymru / Wales Journal of Education |
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| ISSN: | 2059-3708 2059-3716 |
| Published: |
University of Wales Press/Gwasg Prifysgol Cymru
2022
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| Online Access: |
Check full text
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| URI: | https://cronfa.swan.ac.uk/Record/cronfa60300 |
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| Abstract: |
Within the Welsh education system, ‘Schools as Learning Organisations’ (SLOs) remains a centrepiece of current education policy. This article considers some of the key evidence base(s) that connect to and underpin the SLO model in Wales. This is not a review of the literature but rather an overview of the main empirical evidence that reinforces the SLO approach in Wales. The article highlights that there is a supportive, empirical evidence base for each of the 7 dimensions of the Welsh SLO model. It concludes, however, that more practical guidance, particularly about implementation processes, are needed to assist schools in their journey towards becoming stronger learning organisations. |
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| Keywords: |
Schools as Learning Organisations, School and System Transformation, Educational Change |
| College: |
Faculty of Humanities and Social Sciences |
| Issue: |
1 |