Olevi Blog

The theory of action translates well into an educational sphere, something we have demonstrated over the previous three posts in this series. Now, we can delve down a layer and discuss the two types of learning described by Argyris and Schӧn. Single and double loop learning  Having established that their theory of action consists of […]

Sweden and Wales are at opposite ends of the spectrum when it comes to dealing with Covid-19, and the education authorities in each country have been forced to play the cards they have been dealt as best they can. Sweden Amid a sharp rise in coronavirus infections in Sweden, the BBC quoted Stefan Löfven, the […]

To illustrate the theory of action as defined by Chris Argyris and his colleagues, we need to apply it to an educational context.  By relating the theory of action to a teacher’s development in school we can see how the two sub-theories – theory-in-use and espoused theory – can be applied. In this hypothetical situation […]

Two distinct trains of thought make up the theory of action – those of the individual and those of the wider organisation. In part two of our series, we look at how by combining the two, we embark on a structured process of improvement. Theory of action: The work of Argyris and his colleagues Within […]

By looking at the variables, you can determine your route to school improvement. Here we remind ourselves of the origins of this blog and how the approach we adopted in the past can be applied to guide you in the future.  Time really does fly. It’s already been around a year since we launched this […]

Two very different regions have each faced their own unique challenges during the pandemic. Now, as we adapt to a new educational landscape, we learn how Jersey and Wales are approaching the months ahead. While the severity of the coronavirus outbreak varies considerably between the island of Jersey and the urban environment of Cardiff, the […]