References
Anderson, G. (1990). Toward a critical constructivist approach to school administration: Invisibility, legitimation, and the study of non-events. Educational Administration Quarterly, 26(1), 38–59.
Argyris, C., & Schon, D. (1978). Organizational learning: A theory of action perspective. Reading, MA: Addison-Wesley.
Bacharach, S. (1990). Educational reform: Making sense of it all. Boston: Allyn and Bacon.
Becker, H., & McCall, M. (1990). Symbolic interaction and cultural studies. Chicago: The University of Chicago Press.
Berger, P., & Luckmann, T. (1966) The social construction of reality: A treatise in the sociology of knowledge. New York: Doubleday.
Blumer, H. (1969). Symbolic interactionism. Englewood Cliffs, NJ: Prentice-Hall.
Bridges, W. (1991). Managing transitions: Making the most of change. Reading, MA: Addison-Wesley.
Cameron, K., Quinn, R. (1988). Organizational paradox and transformation. In R. Quinn, & K. Cameron HK. (Eds.), Paradox and transformation: Toward a theory of change in organization and management, (pp. 1–18). Cambridge, MA: Ballinger.
Costa, A., & Garmston, R. (1994). Cognitive coaching: A foundation for renaissance schools. Norwood, MA: Christopher-Gordon.
Dewey, J. (1938). Experience and education. New York: Collier Books.
Ford, J., & Backoff, R. (1988). Organizational change in and out of dualities and paradox. In R. Quinn & K. Cameron (Eds.), Paradox and transformation: Toward a theory of change in organization and management (pp. 81–121). Cambridge, MA: Ballinger.
Fullan, M. (1991). The new meaning of educational change. New York: Teachers College Press.
Fullan, M. (1993) Change forces: Probing the depths of educational reform. New York: Falmer.
Habermas, J. (1984). The theory of communicative action. Vol. I: Reason and the rationalization of society. Boston: Beacon Press.
Keidel, R. (1995). Seeing organizational patterns: A new theory and language of organization design. San Francisco: Berrett-Koehler.
Kelly, G. (1955). The psychology of personal constructs. Vol. I and II. New York: W.W. Norton.
Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
Land, G., & Jarman, B. (1992). Breakpoint and beyond: Mastering the future—today. New York: Harper Business.
Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
Martin, J. (1992). Cultures in organizations: Three perspectives. New York: Oxford University Press.
Mead, G.H. (1938). The philosophy of the act. Chicago: University of Chicago Press.
Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.
Pascale, R. (1990). Managing on the edge: How the smartest companies use conflict to stay ahead. New York: Simon and Schuster.
Patton, M. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage.
Perinbanayagam, R.S. (1985). Signifying acts: Structure and meaning in everyday life. Carbondale, IL: Southern Illinois University Press.
Piaget, J. (1952). The origins of intelligence in children. New York: International Universities Press.
Poole, W. (1994). Removing the “super” from supervision. Journal of Curriculum and Supervision, 9(3), 284–309.
Quinn, R., & Cameron, K. (1988). Paradox and transformation: A dynamic theory of organization and management. In R. Quinn, & K. Cameron K. (Eds.), Paradox and transformation: Toward a theory of change in organization and management, (pp. 289–308), Cambridge, MA: Ballinger.
Quinn, R., & Kimberly, J. (1984). Paradox, planning, and perseverance: Guidelines for managerial practice. In J. Kimberly and R. Quinn (Eds.), Managing organizational transitions. New York: Dow Jones-Irwin.
Schein, E. (1985). Organizational culture and leadership. San Francisco, CA: Jossey-Bass.
Senge, P. (1990). The fifth discipline: The art and practice of the learning organization. New York: Doubleday Currency.
Sheckley, B., & Keeton, M. (in press). Service learning: A theoretical model. In J. Schine (Ed.), Service learning: 97th Yearbook. National Society for the Study of Education.
Shedd, J., Bacharach, S. (1991) Tangled hierarchies: Teachers as professionals and the management of schools. San Francisco: Jossey-Bass.
Taylor, S., & Bogdan, R. (1984). Introduction to qualitative research methods: The search for meanings (2nd ed.). New York: John Wiley and Sons.
Thompson, M. (1988). Being, thought, and action. Rejoinder to Ford and Backoff. In R. Quinn & K. Cameron (Eds.), Paradox and transformation: Toward a theory of change in organization and management. Cambridge, MA: Ballinger.
Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Wheatley, M. (1994). Leadership and the new science: Learning about organization from an orderly universe. San Francisco: Berrett-Koehler.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Poole, W.L. Contradictory messages and complex change: An application of constructivist and paradox theories to supervisory change. J Pers Eval Educ 10, 247–269 (1996). https://doi.org/10.1007/BF00124988
Issue Date:
DOI: https://doi.org/10.1007/BF00124988