چکیده (انگلیسی):

The purpose of this paper is to explore how accreditation processes aided a school
principal in making reform happen. Using routinized action theory (Feldman, 2000),
we examined how the routines in school accreditation were used to transform what
had been a demoralized, low performing middle school. This theoretical lens is
important as it demonstrates that routinized actions can offer more than stabilizing
elements in a school organization but also help administrators seeking to make
change. We begin by describing the setting of Ironwood Middle School, presenting
the research inquiry methods, and examining how accreditation processes enabled
the school to move forward in the face of uncertainty and instability.