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Doubting Schoolwork: Exploring an Emerging Concept


by Chen Schechter ó 2006

Doubt has been increasingly perceived as a means of introducing education renewal, particularly within the context of dramatic social change and uncertainty. Nevertheless, little inquiry has been conducted with regard to the doubting process and the principalís role that influences its effectiveness. This lack of conceptualization is particularly serious in light of the growing number of planned educational restructuring efforts that have rarely demonstrated positive outcomes in student achievements. This article explores the doubting process as an emerging concept in school reform. After introducing the concept of doubt and its importance in educational reform, the article exemplifies a secondary school principal who doubted core pedagogical practices. It is argued that inducing doubt, as a means of fostering productive school change, is contingent both on a paradigmatic shift in the principalís role and on continual consideration of schoolís social, cultural, and political context. Finally, suggestions for future research are presented.


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Cite This Article as: Teachers College Record Volume 108 Number 12, 2006, p. 2474-2496
http://www.tcrecord.org ID Number: 12850, Date Accessed: 8/20/2017 1:26:21 PM

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About the Author
  • Chen Schechter
    University of Haifa, Israel
    E-mail Author
    CHEN SCHECHTER is at the department of educational administration and policy, school of education, Bar-Ilan University, Ramat-Gan, Israel. His research areas include organizational learning, educational policy, educational change, educational leadership, and system thinking.
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