Search results for: Flores-Kastanis Eduardo

Participatory action research (PAR) assumes a dialectic model of change where the tension between institutionalization and contestation practices leads to change in schools. This view contradicts the three dominating views of institutionalization in the educational change literature. Findings of two studies in schools of different structural characteristics partially support the view of change held by PAR. However, these findings argue that size has an effect on how the tension among social practices plays out.