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Journal of Community Development Research (Humanities and Social Sciences), 16, 2, 100-113

Sorumlu Yazar: Dr. Öğretim Üyesi Esra TÖRE. İstanbul Sabahattin Zaim Üniversitesi, Eğitim Fakültesi, İstanbul, Turkey, E-mail: esra.tore@izu.edu.tr ORCID: 0000-0001-9133-6578 Bu araştırmanın amacı bilgievlerinin yönetim süreçlerinin incelenmesidir. Araştırmanın çalışma grubu, Küçükçekmece Belediyesine bağlı 10 bilgievinde çalışan 1 koordinatör, 5 yönetici ve 5 öğretmenden oluşmaktadır. Çalışma grubuyla yapılan görüşmelerde karar verme, planlama, iletişim, örgütleme, etkileme, koordinasyon ve değerlendirme gibi yönetim süreçlerine dair özellikler incelenmiştir. Araştırmada veri toplama aracı olarak “Nitel Araştırma” yöntemi tercih edilmiştir. “Olgubilim/Fenomoloji” deseni kullanılmış ve “Yarı Yapılandırılmış Görüşme” tekniğinden faydalanılmıştır. Araştırmada, katılımcılara 12 adet soru yöneltilmiş ve sorulara verilen yanıtlar analiz edilmiştir. Araştırmada elde edilen bulgular incelendiğinde, bilgievlerinde yönetim süreçleri açısından etkili olan en baskın unsurların “Kişi Odaklı” unsurlar olduğu sonucuna varılmıştır. Yöneticilerin kişisel özelliklerinin ve yeterliliklerinin, yönetim süreçlerinin önemli bir kısmında etkin bir şekilde varlığını gösterdiği bulgusuna ulaşılmıştır. Araştırma bulgularından yola çıkılarak uygulayıcılara ve araştırmacılara önerilerde bulunulmuştur. The aim of this study is to examine the management processes of information systems. The working group of the study consists of 1 coordinator, 5 administrators and 5 teachers working in 10 Bilgievi of Küçükçekmece Municipality. During the interviews with the working group, the characteristics of management processes such as decision-making, planning, communication, organizing, influencing, coordination and evaluation were examined. In the research, “Qualitative Research” method was preferred as data collection tool. Phenomology pattern was used and “Semi-Structured Interview” technique was used. In the study, 12 questions were asked to the participants and their answers were analyzed. When the findings obtained in the study are examined, it is concluded that the most dominant elements in the information systems in terms of management processes are “Person-Oriented” elements. It has been found that the personal characteristics and competencies of the managers effectively show their presence in a significant part of the management processes. Based on the research findings, suggestions were made to the practitioners and researchers.

This article presents two sequential case reports of how sixty schools in the London borough of Camden used action research in three phases of development of their local school system reform from a traditional Council-led, top down model of centrally based professional development and monitoring of schools, to one that is schools-led and ‘bottom-up’ in nature, but still in close partnership with its local council and community. The article uses a sociocultural lens through which to view this journey of self-reform tracking change through three evolutions of the sociocultural model as professional learning becomes situated in classrooms and between schools in Camden, as motivations to develop and change become increasingly intrinsic and less driven by fear of failure or the consequences of failure. Of critical importance is the feedback-rich context created by adoption of enquiry and coaching-based learning models at classroom, organisational and system levels. This both fuels and is fuelled by the strategic collaboration of headteachers and by system leadership also provided by middle leaders, whose increased cross-school agency builds improvement capacity and collaborative capital. But the article does not report on the action research alone. Unlike many accounts of action research for change, this account provides a narrative backdrop in which to locate both scientific and system developments. This is provided through three short vignettes which place the changes reported in a societal, political and community context without whose energetic actors (in the form of local political and community leaders and school governors) the local ‘civic governance’ so strongly behind these reforms, would not have existed., London Schools Excellence Fund (Greater London Authority)