Journal of Educational Change

, Volume 19, Issue 1, pp 77–101 | Cite as

System learning in an urban school district: A case study of intra-district learning

  • Christopher Redding
  • Marisa Cannata
  • Jason M. Miller


This paper presents evidence from a unique reform model that allowed teachers and other educators in a large urban district to collaborate with one another in the development of an innovation meant to improve student ownership and responsibility. In this longitudinal case study, we describe school stakeholders’ learning about the design, the process of knowledge-transfer to school teams, and how school teams shared their ongoing learning with one another. School implementation teams were initially reluctant to share their learning with one another. By engaging in a shared innovation development process with structures for routine sharing, over time, implementation team members were increasingly interested in sharing their learning with one another. We discuss the implications for school improvement efforts.


Organizational learning School improvement Teacher learning 



This research was conducted with funding from the Institute of Education Sciences (R305C10023). The opinions expressed in this report are those of the authors and do not necessarily represent the views of the sponsor.


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Authors and Affiliations

  1. 1.School of Human Development and Organizational Studies in Education, College of EducationUniversity of FloridaGainesvilleUSA
  2. 2.Leadership, Policy, and Organizations, Peabody CollegeVanderbilt UniversityNashvilleUSA
  3. 3.Curriculum, Instruction, and Special Education Department, Curry School of EducationUniversity of VirginiaCharlottesvilleUSA

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