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This study addresses itself to basic areas of ignorance concerning the subject of crisis manageme... more This study addresses itself to basic areas of ignorance concerning the subject of crisis management analyses as applied to alternative schools. First, although conflicts and crises have become more frequent,
This study addresses itself to basic areas of ignorance concerning the subject of crisis manageme... more This study addresses itself to basic areas of ignorance concerning the subject of crisis management analyses as applied to alternative schools. First, although conflicts and crises have become more frequent, there are relatively few individuals who understand or perceive crises as a dialectical process of educational change. Second, there are even fewer individuals who know how to analytically examine a crisis so that it's dynamics can be made more comprehensible to managers of educational change programs. Finally, there is extremely limited knowledge regarding effective approaches to altering the variables connected with a crisis so that a desired outcome can be achieved. Since most practitioners and observers of education have until recently tended to not view educational change from a dialectical pet spec tive, they have been more concerned with the development of methods to maintain social and educational order and stability rather than with the entire process of educational...
This study addresses itself to basic areas of ignorance concerning the subject of crisis manageme... more This study addresses itself to basic areas of ignorance concerning the subject of crisis management analyses as applied to alternative schools. First, although conflicts and crises have become more frequent,
This study addresses itself to basic areas of ignorance concerning the subject of crisis manageme... more This study addresses itself to basic areas of ignorance concerning the subject of crisis management analyses as applied to alternative schools. First, although conflicts and crises have become more frequent, there are relatively few individuals who understand or perceive crises as a dialectical process of educational change. Second, there are even fewer individuals who know how to analytically examine a crisis so that it's dynamics can be made more comprehensible to managers of educational change programs. Finally, there is extremely limited knowledge regarding effective approaches to altering the variables connected with a crisis so that a desired outcome can be achieved. Since most practitioners and observers of education have until recently tended to not view educational change from a dialectical pet spec tive, they have been more concerned with the development of methods to maintain social and educational order and stability rather than with the entire process of educational...