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oai:www.ideals.illinois.edu:2142/80451 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

McGreal, Thomas Lane, Bruce Allen 2015-09-25T19:57:14Z 2015-09-25T19:57:14Z 10000-01-01 2001 2001 The study recommends that administrators rethink the traditional, single-reality, cause-effect world view and consider a constructivist world view that supports the existence of multiple realities, multiple paths to understanding, and the possibility of influencing rather than directing change. It outlines a framework for constructing a better understanding of the change process, and it cautions administrators to respect the power of the culture of their schools. Made available in DSpace on 2015-09-25T19:57:14Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9996649.pdf: 40872909 bytes, checksum: 1fd903fcd58f78b6160092f260f91c7e (MD5) Previous issue date: 2001 Embargo set by: Seth Robbins for item 81733 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 603 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2001. http://hdl.handle.net/2142/80451 (MiAaPQ)AAI9996649 eng Education, Sociology of The Construction of Personal Meaning in the Transformation of a School's Culture: Three Journeys Along the Pathway of School Improvement text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.