Download - Assignment 2 tough assignment
Tough Assignmenta documentary by
John Walker
Prespared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa
The normative (and formative)bureaucratic perspective
How might Oakwood be viewed (i.e., where is it being successful and where is it being challenged?) through the descriptors of normative bureaucratic theory (e.g., effectiveness, efficiency, prediction, and managerial control)?
Prespared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa
Loose CouplingWhat institutional elements and organizational participants are tightly coupled in Oakwood?
What elements and participants are loosely coupled?
How might these “couplings” be altered to create institutional improvement, better learning and teaching environments, and an enhanced school culture?
Prespared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa
Talk as the WorkHow is talk used to build coherence, consistency, and meaning?
How might talk be better used? Who, specifically, should be doing the talking, where should this talking be happening, what should this talking be about, and what are its intended consequences?
Prespared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa
Gatto’s Seven Lessons
• Which of Gatto’s seven lessons do we see being “taught”?
• How might these lessons be systemically replaced by more productive, meaningful, and valuable teaching, learning, and administrative practices?
Prespared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa
Prespared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa
Mark Holmes*:Six Functions of Canadian Schools
1. Intellectual-Vocational2. Aesthetic3. Physical4. Custodial5. Socialization6. Allocative
*M. Holmes (1986), Curriculum Inquiry 15(1): 7-36
How are each being realized in Oakwood Collegiate Institute now and what are the prospective consequences for students, teachers, and administrators?
How might the realization and consequences of these functions be changed through informed and pragmatically sensible administrative actions?
Prespared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa
Mary Metz on Ranking and Sorting
How might the consequential differences between educational rhetoric and institutional practice described by Mary Metz – and which we see in our virtual visit to Oakwood Collegiate – be ameliorated through enlightened and pragmatic administrative measures?
Prespared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa
In Summary: the connections problem
How might the connections between action and meaning, practice and purpose, individual and institution, administration and experience, and intention and consequence be strengthened through administrative action and presence at Oakwood Collegiate?
Prespared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa
Think Small, Think Carefully,Articulate Well
Respond to the invitation offered in the assignment with precisely defined, institutionally practical, theoretically informed, and effectively stated proposals to make Oakwood a place where teachers and students can live and learn together.
Prespared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa