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: