Capacity building is now mentioned synonymously with school improvement in much of the literature. However, research on the topic is limited (Hadfield, Chapman, Curryer and Barrett, 2004) and generally undertaken at the micro level of school functioning. There is an absence of debate on political, economic and social trends with implications for capacity building (Muijs, Harris, Chapman, Stoll & Russ, 2004; Thrupp & Willmott, 2003; Gray, 2000). Hopkins, Beresford and West (1998) claim the concept lacks clear articulation and definition. This inquiry explores capacity building for school improvement in one low decile, multicultural, New Zealand primary school. This research is framed by four aims: to undertake an investigation on processes that enhance improvement, namely, capacity building for school improvement; to define capacity building; to conduct an in-depth study of influences (external and internal) on capacity building for school improvement; and to record the journey of one school in building capacity for improvement. The inquiry is positioned within an interpretivist paradigm, employs a case study approach and grounded theory methods for data analysis and interpretation. Research questions that guide this investigation are: How is capacity for school improvement defined - what are its features? How do internal school factors - vision, stakeholder activity, culture and professional development - evolve capacity? In what ways do external wider societal factors influence the development of capacity? What links exist between capacity building and improvement as evidenced in this school setting? Data suggests that capacity building for school improvement is time and context dependent. Its conceptualisation is unique to setting. Capacity building for school improvement is a response to meeting individual, collective and systemic needs in ways that sustain equilibrium while moving in the direction of improvement. Attributes inherent in its construction are vision, stakeholders as change agents, school culture and professional development. The main practices are: knowledge production and utilisation; switching-on mentality; and division of labour: roles and responsibilities. From attributes and practices emerge four themes: situated activity; connectedness; leadership, governance and management; and outcomes. Attributes, practices and themes explain capacity building for school improvement in one setting. The capacity of an organisation, to manage tensions and address need, ensures individual, collective and systemic equilibrium while moving in the direction of improvement

This dissertation is a case study into participant perceptions of innovation in education. The participants in this research were four directors from two 'designated character' schools, which were set up to be foundationally different from traditional schools through opportunities to explore radical innovation. That is, both schools were conceptualised as sites for exploring radical rather than incremental change. The central questions asked in this study were - what makes for radical innovation in schools; and how is the use of ICT implicated in innovation in schools? The literature review indicated that while there has been an increase in the information regarding innovation in education there has been little research into how this was being developed in non-traditional settings, or in ways that were radical. The role of ICTs in developing innovation was also reviewed, given that the two 'designated character' schools being studied had strong support for ICTs. The main aims of this study were: to identify the features of radical innovation in schools; to explore the barriers against, and drivers for, innovation in schools; to provide insight into the use of ICTs to influence innovation in schools; to contribute to the literature regarding innovation in schools; and to identify future opportunities to innovate. This study was a qualitative one, with symbolic interactionism as its theoretical underpinning. Data were gathered through the use of concept mapping, interviews and a focus group activity. The findings of the study were that radical innovation in schools occurs when there is a cultural shift in the whole notion of schooling. This is difficult to achieve, even for schools that have been set up to be foundationally different. However, such schools can provide examples of some innovative practices that are 'greenfields'. The use of ICTs, while not required for innovation, helps schools create innovative ideas, especially those ideas based around the needs of individual learners. There is a greater chance that this will lead to innovation being sustained. These findings have implications for policy makers to allow schools that are more innovative to try new ideas and to be supported to do so.

The purpose of this qualitative research was to investigate the relatively new concept of knowledge management as it applies to schools as learning organisations. Literature on knowledge management abounds and is covered by authors in a wide variety of fields. However, literature relating to knowledge management in schools is limited, particularly literature by in-school practitioners. The study provides a teacher-librarian’s view gleaned largely from interactions with colleagues in the profession. The fieldwork for the study was undertaken in a small cross-section of Australian and New Zealand schools in 2001. Semi-structured interviews yielded answers to questions on how teachers shared their knowledge, on how ICTs enabled knowledge management, the implications of knowledge management for teacher-librarians and the concept of the knowledge-enabled school. The findings relate to the structuring of human resources and decision making processes, information literacy and knowledge construction, the critical learning community that optimises learning, the parallel development of social and ICT infrastructures, information management tools, the role of the teacher-librarian and the incorporation of knowledge management into systemic reforms. The study recommends that the ways in which teachers share knowledge requires further scrutiny, that research should establish the capacity for knowledge management in schools, that tools and systems are integrated as a KM Toolbox and that one particularly successful model of systemic reform based on knowledge management principles be piloted in South African schools. The study provides a singular record of knowledge management practice and potential in schools. / Dissertation (MEd)--University of Pretoria, 2006. / Curriculum Studies / MEd / Unrestricted