Punctuated Legitimacy: A Theory of Educational Change


by Barry Allen Gold - 1999

This research presents a theory of educational change grounded in twenty-three years of qualitative data that document the history of a public elementary school. The pattern of change observed supports the punctuated equilibrium theory of organizational change in which short periods of revolutionary change--usually the result of failed innovation--are followed by long periods of equilibrium or incremental change. Attempts to legitimate organizational and individual behavior--the dynamics of construction, erosion, loss, re-construction, and maintenance of organizational legitimacy--explain the sequence of stages in the change process. The study concludes that punctuated legitimacy, which created the need to re-establish legitimacy, not rational administrative attempts to improve the programs and structure of the school, was the major factor that produced significant organizational change.


To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Punctuated Legitimacy: A Theory of Educational Change
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 101 Number 2, 1999, p. 192-219
https://www.tcrecord.org ID Number: 10438, Date Accessed: 8/18/2019 3:42:46 AM

Purchase Reprint Rights for this article or review