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Schools as Learning Organisations in Wales: A Critical Exploration of the International Evidence Base

Alma Harris, Zoe Elder, Michelle Jones Orcid Logo, Angella Cooze

Cylchgrawn Addysg Cymru / Wales Journal of Education, Volume: 24, Issue: 1

Swansea University Authors: Alma Harris, Michelle Jones Orcid Logo, Angella Cooze

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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...

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Published in: Cylchgrawn Addysg Cymru / Wales Journal of Education
ISSN: 2059-3708 2059-3716
Published: University of Wales Press/Gwasg Prifysgol Cymru 2022
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URI: https://cronfa.swan.ac.uk/Record/cronfa60300
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first_indexed 2022-06-22T13:46:47Z
last_indexed 2023-01-13T19:20:19Z
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spelling 2022-07-15T16:14:52.9329988 v2 60300 2022-06-22 Schools as Learning Organisations in Wales: A Critical Exploration of the International Evidence Base 0f9cc9b43be95a93513122b32c8c4c0e Alma Harris Alma Harris true false 954236d09b751d4298abc8a1d4d5f8ca 0000-0002-7098-8814 Michelle Jones Michelle Jones true false 91a2fd136715cac86ff1c49b3f36e74d Angella Cooze Angella Cooze true false 2022-06-22 FGHSS 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. Journal Article Cylchgrawn Addysg Cymru / Wales Journal of Education 24 1 University of Wales Press/Gwasg Prifysgol Cymru 2059-3708 2059-3716 Schools as Learning Organisations, School and System Transformation, Educational Change 31 5 2022 2022-05-31 10.16922/wje.24.1.3 COLLEGE NANME Humanities and Social Sciences - Faculty COLLEGE CODE FGHSS Swansea University Other 2022-07-15T16:14:52.9329988 2022-06-22T14:43:35.3623355 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Alma Harris 1 Zoe Elder 2 Michelle Jones 0000-0002-7098-8814 3 Angella Cooze 4 60300__24614__b86529d7c4e84e3c8241f5f7c0202077.pdf 60300.pdf 2022-07-15T16:13:24.2257666 Output 1048636 application/pdf Version of Record true © 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) true eng http://creativecommons.org/licenses/by/4.0/
title Schools as Learning Organisations in Wales: A Critical Exploration of the International Evidence Base
spellingShingle Schools as Learning Organisations in Wales: A Critical Exploration of the International Evidence Base
Alma Harris
Michelle Jones
Angella Cooze
title_short Schools as Learning Organisations in Wales: A Critical Exploration of the International Evidence Base
title_full Schools as Learning Organisations in Wales: A Critical Exploration of the International Evidence Base
title_fullStr Schools as Learning Organisations in Wales: A Critical Exploration of the International Evidence Base
title_full_unstemmed Schools as Learning Organisations in Wales: A Critical Exploration of the International Evidence Base
title_sort Schools as Learning Organisations in Wales: A Critical Exploration of the International Evidence Base
author_id_str_mv 0f9cc9b43be95a93513122b32c8c4c0e
954236d09b751d4298abc8a1d4d5f8ca
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author_id_fullname_str_mv 0f9cc9b43be95a93513122b32c8c4c0e_***_Alma Harris
954236d09b751d4298abc8a1d4d5f8ca_***_Michelle Jones
91a2fd136715cac86ff1c49b3f36e74d_***_Angella Cooze
author Alma Harris
Michelle Jones
Angella Cooze
author2 Alma Harris
Zoe Elder
Michelle Jones
Angella Cooze
format Journal article
container_title Cylchgrawn Addysg Cymru / Wales Journal of Education
container_volume 24
container_issue 1
publishDate 2022
institution Swansea University
issn 2059-3708
2059-3716
doi_str_mv 10.16922/wje.24.1.3
publisher University of Wales Press/Gwasg Prifysgol Cymru
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
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description 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.
published_date 2022-05-31T04:18:18Z
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score 11.013082

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