Applying Chaos Theory to school reform

This paper is a case study of the ideology, strategies and process of the Common Knowledge: Pittsburgh project in its attempt at school reform in an urban school district. The paper reflects on the project's activities, looks at its efforts from the literature of school reform, and uses its exp...

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Bibliographic Details
Published in:Internet research 1998-01, Vol.8 (2), p.101-114
Main Authors: Wertheimer, Richard, Zinga, Mario
Format: Article
Language:English
Subjects:
CAI
Case Studies
Chaos
Chaos Theory
Common Knowledge Pittsburgh project
Computer assisted instruction
Computer networks
Curricula
Education reform
Educational Change
Educational Development
Educational planning
Educational Practices
Educational Quality
Educational Research
Educational sector
Educational Technology
Elementary Secondary Education
Evaluation research
Ideology
Innovation in education
Instructional materials
Language
Management of change
Mathematical Models
Metaphor
Modelling
Noise
Online computing
Pennsylvania
Pittsburgh, Pennsylvania
Program Implementation
Public schools
Reforms
School Districts
Schools
Students
Studies
Teachers
United States
Urban Education
Urban Schools
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Summary:This paper is a case study of the ideology, strategies and process of the Common Knowledge: Pittsburgh project in its attempt at school reform in an urban school district. The paper reflects on the project's activities, looks at its efforts from the literature of school reform, and uses its experience to develop a conceptual framework for discussing such reform efforts. The conceptual framework is based on Chaos Theory (Gleick, 1987). The objectives of this paper are to apply Chaos Theory, as developed in mathematics and science to educational organizations and present a conceptual model for school reform consistent with this theory.
ISSN:1066-2243
2054-5657
DOI:10.1108/10662249810211485