Abstract:
School psychology literature sometimes references organizational psychology when discussing models of indirect service, including collaborative problem solving, parent and teacher teams, administrative consultation, systems change, school reform and child study teams. What purports to be organizational school psychology consultation or systems change in school psychology literature differs substantially from the notion of 'Learning Organization' within the literature of management scholarship. The landscape of school psychology that directly addresses systems management or systems change is mostly confined to subsystems smaller than the organization as a whole. School psychology literature has mostly focused upon micro, team-based processes as constructs of systems change within school environments (Sheridan & Gutkin, 2000). Management scholarship refers to the academic business literature oriented toward variables relevant to the effectiveness of business organizations. An interesting subset of management scholarship is the body of theory and research on 'organizational learning'.
Description:
Dissertation completed in partial fulfillment of the requirements for the Doctor of Psychology degree in School Psychology at Alfred University, Alfred, NY.
