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CLASSROOM-GOETHENBURG_τελικό κείμενο

CLASSROOM-GOETHENBURG_τελικό κείμενο

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Categories:Types, School Work
Published by: Papakonstantinidis Leonidas on Dec 16, 2009
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01/15/2010

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SOCIOLOGY ON THE MOVEI.S.A: XVII W.G GOTHENBURG
APPLYINGTHE WIN-WIN-WIN PAPAKONSTANTINIDIS MODELIN SCHOOL MANAGEMENT CRISISTHE GREEK CASE
Abstract
“Sociology on the movemay be the perfect title fo
new
sociology methodological tools and their applications in newfields. From this point of view, the present paper explores theimplementation of the well known win-win-winpapakonstantinidis model” in managing crises at schools (bothprimary and secondary schools), so that schools work moreeffectively for everyone.More specifically, the win-win-win papakonstantinidis modelshould be applied in a classroom crisis, as well as whenmanaging a school conflict, transforming thus the schoolmanagement perception from a top-down operation into abottom-up concept, involving (A) teachers, (B) parents and (C)students in a “decision making triangle”, instead of imposing“solutions on students.
1. Introduction
The paper focuses on attempted school reforms which usually fail. Why do reforms usually fail? Should we blame the teachers? Theanswer is NO. Should we blame the students? The answer is alsoNO. It has been proved that about 90% of those planning centralstate education blame the “C” factor (imposed reforms):Parents, State, bureaucracy with numerous organizations involveingboth the Community -as an interactive behavior with School-
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socioeconomic, political, and cultural environment and theCommunity (the “C” factor) itself.This is usually the case of the countries of South Europe, wheresocial networks (of Northern Europe) are substituted by familypatterns; family patterns do not allow students to take decisions for their own future; there is no “discrimination line”, between what thestudent’s choice is, and what “family choicefor the student is;therefore, there areindiscernibleand vague roles among studentsand their families (as well as social environment and neighbofamilies) in taking decisions concerning students’ future. From thispoint of view, we have to include the opportunity cost in the totaleducation cost, coming from “solutions” imposed upon studentsThe present paper will attempt to introduce an alternative model-the win-win-win papakonstantinidis, methodological model- byfollowing key-practices based on “everyone matters”. It could alsobe applied in the Learning organization, the School that practicesystems thinking, a new organizational architecture, called “GettingBack to Schools” (I. D. B. E), for older people.For this reason, the paper brings up a number of issues, such as(a) why school reforms usually fail (b) how to understandorganizations (c) what is that successful organizations do thatmost schools don’t (d) steps schools can take to becomesustainably effective for all stakeholders: students, parents,teachers, office personnel, administrators, boards, governments,and the larger community- the “C” factor, according to the “win-win-win papakonstantinidis model”.During the last decades,many school reforms have beenintroduced into schools; however, most of them have failedDecision makers in Greece are aware of the fact that steadyflows and schools reforms haven’t improved the Greek primaryand secondary education system. What is needed is to transformGreek schools into sustainably effective organizations that are
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relevant to our times and that work well for all stakeholders(teachers, parents, students).On the other hand, we have to launch the well known “win-win-win papakonstantinidis model” : this theory was iniciallydeveloped for the explanation of the local developmenttheoretical foundation, from a behavioral analysis point of view.However, it can also serve as an approach-“umbrella”, withnumerous applications in many other fields, such as socialsciences, economics, decision making, psychology,communication, education, history etc..In a few words, the “win-win-win Papakonstantinidis model -atwenty-five year output, coming from both theoretical/ academicand empirical level- could be regarded as an extension of theNash “Non Cooperative Games Theory (trust theory)” : Startingfrom the "bargaining/ games theory, it analyzes individualwinning strategies, through the potential utilities/shares thatcan arise through possible interactions between two “players”.The concept may be interesting if a transfer of the pure trusttheory to a school crisis management context can be achieved,in order to analyze school management phenomena, especiallythe hermeneutics of the types of possible conflicts betweenteachers and students: all the involved parts in the educationalprocess come through a number of disputes and conflicts, suchas the exam process and grades assigned. The exact nature of the transaction will take place will eventually lead to anagreement among all involved parties.It should be assumed that as a pure methodological tool, the win-win-win papakonstantinidis model can contribute toconceptualization in Educational Management as well. It couldbe also seen if conflict negotiations (bargaining) can beapproached as an alternative school management strategy tofixed management parameters. It allows for “capturing” moreeducational operations, as it allows a pure roles educationaldiscrimination.
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