Abstract
How one approaches changing a school or an educational system depends, fundamentally, on one’s views about what kinds of places schools really are or should be. In this chapter, Tom Sergiovanni describes three dominant perspectives on schooling and the change strategies that spring from them — schools as bureaucratic organizations, schools as market systems, and schools as communities.
In each of these models, Sergiovanni describes how different forces of change can be used to leverage change in schools — bureaucratic forces of rules, requirements, procedures and outcomes; personal forces of leadership and personality; market forces of choice and competition; professional forces of self-set standards, codes of conduct and norms of service; cultural forces of values and relationships; and democratic forces of contracts and commitments to the common good.
Sergiovanni then charts how these forms and forces of schooling play themselves out in different patterns of reform — evaluating the strengths and weaknesses of each. In the end, he argues, “deep changes in schools, may well require that the basic metaphor for the school itself be changed from formal organization or market to community”.
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Bimber, B. (1993). School decentralization lessons from the study of bureaucracy. Institute of Education and Training. Santa Monica, CA.: Rand Corporation.
Blau, P. M., & Scott, W. R. (1962). Formal organization: A comparative approach. San Francisco: Chandler.
Chubb, J. E., & Moe, T. M. (1990). Politics, markets, and America’s schools. Washington D.C.: Brook-ings Institutions.
Cohen, D. K. What is the System in Systemic Reform? Educational Researcher, 24(9), 11–17, & 31.
Darwin, C. (1936). The origin of species by means of natural selection. N.Y.: The Modern Library.
Eisenstadt, S. N. (1968) Charisma and institution building; Max Weber and modern society.” S.N. Eisenstadt (editor). On charisma and institution building. Chicago: The University of Chicago Press.
Elkin, S.L. (1993). Constitutionalism: Old and new. In S. L. Elkin & K. E. Soltan (Eds.), A new constitutionalism. Chicago: University of Chicago Press.
Elmore, R., Peterson P., & McCarthey, S. (1995). Restructuring in the classroom: Teaching, learning, and school organization. San Francisco: Jossey-Bass.
Elmore, R. (1995). Structural reform and educational practice. Educational Researcher, 24(9), 23–26.
Etzioni, A. (1961). A comparative analysis of complex organizations. N.Y.: The Free Press.
Etzioni, A. (1988). The moral dimension a new economics. N.Y.: The Free Press.
Frankena, W. K. (1973). Ethics. Englewood Cliffs, N.J.: Prentice Hall.
Fullan, M. (1993). Change forces. New York: Falmer Press.
Greenfield, T. B. (1984). Leaders and schools: Willfulness and nonnatural order in organizations. In T. J. Sergiovanni & J. E. Corbally (Eds.), Leadership and organizational culture. Urbana: University of Illinois Press.
Hannaway, J. (1993). Challenging the standard paradigm. In J. Hannaway & M. Carney (Eds.), Decentralization and school improvement: Can we fulfill the promise? San Francisco: Jossey-Bass.
Hobbes, T. (1950). Leviation N.Y.: E.P. Duttons Company.
Kant, I. (1959). Foundations of the metaphysics of morals. Trans. L. W. Beck. N.Y.: Bobbs-Merrill.
Lieberman, A., Falk, B., & Alexander, L. (1995). A culture in the making: leadership in learner-centered schools. In J. Oakes & K.H. Quartz (Eds.), Creating new educational communities. Ninety-fourth Yearbook of the National Society for the Study of Education, Part I. Chicago: University of Chicago Press, pp. 108–129.
Mannheim, K. (1940). Man and society in an age of reconstruction. N.Y.: Harcourt, Bruce and World.
March, J. G., & Simon, H. A. (1958). Organizations. N.Y.: John Wiley.
Marks, H. & Seashore-Louis, K. (1995). Does teacher empowerment affect the classroom? The implications of teacher empowerment for teachers’ instructional practice & student academic performance. Madison: Center on Organization and Restructuring of Schools, University of Wisconsin.
Moe, T. (1984). The new economic of organizations. American Journal of Political Science, 28(4), 739–777.
Newman, F., Marks, H., & Gamoran, A. (1995). Authentic pedagogy: Standards that boost student performance. Issues in restructuring school, Report No. 8, Spring. Madison: Center on Organization and Restructuring of Schools, University of Wisconsin.
Oakes, J. (1995). Normative, technical, and political dimensions of creating new educational communities. In J. Oakes & K. H. Quartz (Eds.), Creating new educational communities. Ninety-fourth Yearbook of the National Society for the Study of Education, Part I. Chicago: University of Chicago Press, pp. 1–15.
Oakeshott, M. (1975). On human conduct. Oxford: Clarendon Press.
Ouchi, W.G. (1980). Markets, bureaucracies and clans. Administrative Science Quarterly. 25(1), 129–141.
Peters, T. I, & Waterman Jr., R.H. (1982). In search of excellence: Lessons from American’s best-run companies. N.Y.: Harper Collins.
Quartz, K. H. (1995). Sustaining new educational communities toward a new culture of school reform. In J. Oakes & K. H. Quartz (Eds.), Creating new educational communities. Ninety-fourth Yearbook of the National Society for the Study of Education, Part I. Chicago: University of Chicago Press, pp. 1–15 and pp. 240–252.
Samuelson, P. (1947). Foundations of economic analysis. Cambridge, Mass.: Harvard University Press.
Schwartz, B. (1994). The costs of living how market freedom erodes the basic things in life. N.Y.: W.W. Norton Company.
Selznick, P. (1957). Leadership in administration. Berkeley: University of California Press.
Sergiovanni, T. J. (1984). Leadership and excellence in schooling. Educational Leadership. 41(5), 4–14.
Sergiovanni, T. J. (1994). Building community in schools. San Francisco: Jossey-Bass.
Sergiovanni, T. J. (1995). Small schools, great expectations. Educational Leadership, 53(3), 48–52.
Sergiovanni, T. J. (1996). Leadership for the school house: How is it different? Why is it important? San Francisco: Jossey-Bass.
Skinner, B. F. (1953). Science and human behavior. N.Y.: Macmillan.
Smith, A. (1937). An inquiry into the nature and causes of the wealth of nations. N.Y.: Modern Library.
Sowell, T. (1987). A conflict of visions. N.Y.: William Morrowand Co.
Tönnies, F. (1957). Gemeinschaft und gesellschaft. In C. P. Loomis (Ed.), Community and society. New York: Harper Collins.
Weber, M. (1947). The theory of social and economic organization. (Tr. AM. Henderson and Talcott Parsons). Glencoe, IL.: Free Press.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2005 Springer
About this chapter
Cite this chapter
Sergiovanni, T.J. (2005). Organization, Market and Community as Strategies for Change: What Works Best for Deep Changes in Schools. In: Hargreaves, A. (eds) Extending Educational Change. Springer, Dordrecht. https://doi.org/10.1007/1-4020-4453-4_15
Download citation
DOI: https://doi.org/10.1007/1-4020-4453-4_15
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-3291-2
Online ISBN: 978-1-4020-4453-3
eBook Packages: Humanities, Social Sciences and LawEducation (R0)