000			01502naa a2200193uu 4500
001			8101318591910
003			OSt
005			20190211164329.0
008			081013s2007 xx ||||gr |0|| 0 eng d
100	1		_aKOLIBA, Christopher J. _935643
245	1	0	_aInquiry as intervention : _bemploying action research to surface intersubjective theories-in-use and support an organization's capacity to learn
260			_aThousand Oaks : _bSAGE, _cMarch 2007
520	3		_aSocial science can be practiced as a decidedly action-oriented and applied phenomenon, in particular within the context of organizational change and development. These practices are often prefaced by assumptions concerning the social construction of reality, the role of the researcher as an active agent for change, and the capacity of organizations to learn. This article recounts the attempts of social science researchers to employ an action research process to promote and support organizational learning within a public school setting. Addressing concerns with regard to the methodological challenges of translating individual perceptions into organizational themes or problems, the authors discuss the use of intersubjectively constructed accounts to support organizational learning
700	1		_aLATHROP, Jean _935644
773	0	8	_tAdministration & Society _g39, 1, p. 51-76 _dThousand Oaks : SAGE, March 2007 _xISSN 00953997 _w
942			_cS
998			_a20081013 _b1859^b _cTiago
998			_a20100719 _b1645^b _cDaiane
999			_aConvertido do Formato PHL _bPHL2MARC21 1.1 _c27622 _d27622
041			_aeng