<abstract xmlns="http://www.w3.org/1999/xhtml"><p>This article examines the nature of sudden and sweeping organisational change when a public secondary school facing closure reframed the ideological components of schooling, finding renewed hope and direction for the future. It also attempts to explain how organisational change can take place through university-led action research, activating school community support to become a science, technology, engineering, arts and mathematics (STEAM) school, securing funding sustainability, political and bureaucratic support, and a new regional school and university partnership. Finally, it seeks to understand how teachers and leaders make sense of their new STEAM organisational identity and how they are reflecting upon this in their new work ahead.</p><p>This single bounded case study used a “sequential transformative strategy” involving an initial phase of action research reframing schooling purpose as a STEAM school. This was followed by semi-structured teacher and leader interviews hermeneutically analysed, constituting a two part project with a theoretical lens of social science theory. The theoretical perspective of Meighan’s component theory informs the analysis of the two methodologies.</p></abstract>

This article examines the nature of sudden and sweeping organisational change when a public secondary school facing closure reframed the ideological components of schooling, finding renewed hope and direction for the future. It also attempts to explain how organisational change can take place through university-led action research, activating school community support to become a science, technology, engineering, arts and mathematics (STEAM) school, securing funding sustainability, political and bureaucratic support, and a new regional school and university partnership. Finally, it seeks to understand how teachers and leaders make sense of their new STEAM organisational identity and how they are reflecting upon this in their new work ahead.This single bounded case study used a “sequential transformative strategy” involving an initial phase of action research reframing schooling purpose as a STEAM school. This was followed by semi-structured teacher and leader interviews hermeneutically analysed, constituting a two part project with a theoretical lens of social science theory. The theoretical perspective of Meighan’s component theory informs the analysis of the two methodologies.

“Lazarus” school rising: Finding renewed hope with a “little help from our friends”

Journal of Educational Leadership, Policy and Practice

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

This article examines the nature of sudden and sweeping organisational change when a public secondary school facing closure reframed the ideological components...

“Lazarus” school rising: Finding renewed hope with a “little help from our friends”

Article Category: article

Publicado en línea: 23 mar 2020

Páginas: 65 - 87

DOI: https://doi.org/10.21307/jelpp-2020-002

Palabras clave
STEAM, organisational change, reframing pedagogy

© 2019 Andrew Bills et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Figure 1.

“Lazarus” school rising: Finding renewed hope with a “little help from our friends”

Article Category: article

Publicado en línea: 23 mar 2020

Páginas: 65 - 87

DOI: https://doi.org/10.21307/jelpp-2020-002

Palabras claveSTEAM, organisational change, reframing pedagogy

© 2019 Andrew Bills et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Figure 1.

Palabras clave
STEAM, organisational change, reframing pedagogy