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Assignment 2 tough assignment

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This document contains questions posed by Dr. Martin Barlosky about how to improve Oakwood Collegiate Institute based on various educational theories and perspectives. Some of the key areas discussed include viewing the school through a bureaucratic lens and focusing on effectiveness, efficiency and control; identifying tightly and loosely coupled elements that could be altered; considering how talk is used and how it could be improved; examining which of Gatto's seven lessons are being taught and how to replace them; analyzing how the six functions of schools identified by Holmes are realized and their consequences; addressing differences between rhetoric and practice described by Metz; and strengthening connections through administrative action.

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Tough Assignmenta documentary byJohn WalkerPrespared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa
The normative (and formative)bureaucratic perspectiveHow 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
Gattos Seven LessonsWhich of Gattos 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
Mark Holmes*:Six Functions of Canadian SchoolsIntellectual-VocationalAestheticPhysicalCustodialSocializationAllocative*M. Holmes (1986), Curriculum Inquiry 15(1): 7-36Prespared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa
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 SortingHow 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 problemHow 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 WellRespond 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

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Assignment 2 tough assignment

  • 1. Tough Assignmenta documentary byJohn WalkerPrespared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa
  • 2. The normative (and formative)bureaucratic perspectiveHow 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
  • 3. 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
  • 4. 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
  • 5. Gattos Seven LessonsWhich of Gattos 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
  • 6. Mark Holmes*:Six Functions of Canadian SchoolsIntellectual-VocationalAestheticPhysicalCustodialSocializationAllocative*M. Holmes (1986), Curriculum Inquiry 15(1): 7-36Prespared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa
  • 7. 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
  • 8. Mary Metz on Ranking and SortingHow 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
  • 9. In Summary: the connections problemHow 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
  • 10. Think Small, Think Carefully,Articulate WellRespond 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