Brian Rowan
Biographic Data
| ID | 198883 |
|---|---|
| NAME | Brian Rowan |
| GIVEN NAMES | Brian |
| FAMILY NAME | Rowan |
| SIGNATURE | ROWAN B |
| AFFILIATIONS | University of Michigan |
| VERIFIED | No |
| TOTAL WORKS | 29 |
| TOTAL CITATIONS | 4793 |
| AUTHOR COUNT | 27 |
| EDITOR COUNT | 2 |
| FIRST PUBLICATION YEAR | 1977 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 11 |
The relevance of governance, external monitoring, and instructional quality to public-private school differences in student achievement in the Western Chitwan Valley of Nepal: An exploratory analysis
The Common Core State Standards Initiative as an Innovation Network
This article analyzes the Common Core State Standards initiative as an innovation network. Using narrative data and quantitative analysis of hypertext linkages on the World Wide Web, we describe a network of about 3200 organizations that arose to scale up the Common Core State Standards and link them to aligned academic resources such as assessments, instructional materials, and professional development. By 2017, this network developed a “core-pe…
Political Purgatory: The Battle to Save Stormont and Play for a New Ireland
The New Institutionalism in Education
Institutionalized Organizations: Formal Structure as Myth and Ceremony (translated by Igor Chirikov)
Many formal organizational structures arise as reflections of rationalized institutional rules.The elaboration of such rules in modern states and societies accounts in part for the expansion and increased complexity of formal organizational structures.Institutional rules function as myths which organizations incorporate, gaining legitimacy, resources, stability, and enhanced survival prospects.Organizations whose structures become isomorphic with…
Studying Reading Instruction With Teacher Logs: Lessons From the Study of Instructional Improvement
This article describes some of the conceptual and methodological issues that arise when researchers use teacher logs to measure classroom instruction. Data and examples come from the Study of Instructional Improvement, which used teacher logs to study patterns of literacy instruction in schools implementing three comprehensive school reforms. Over the course of this study, more than 75,000 logs were collected from nearly 2,000 teachers in Grades …
Measuring Reading Instruction With Teacher Logs
The authors argue that the criticisms of their earlier article on teacher logs ( Educational Researcher, March 2009) by Smagorinsky and Willis (this issue of Educational Researcher) do not address, much less undermine, the evidence they presented as part of their validation argument about the teacher logs. Moreover, they argue that their method for studying classrooms is not nearly as incommensurate with Smagorinsky’s and Willis’s methods as thos…
Organizational Strategies for Promoting Instructional Change: Implementation Dynamics in Schools Working With Comprehensive School Reform Providers
This article develops a conceptual framework for studying how three comprehensive school reform (CSR) programs organized schools for instructional change and how the distinctive strategies they pursued affected implementation outcomes. The conceptual model views the Accelerated Schools Project as using a system of cultural control to produce instructional change, the America's Choice program as using a model of professional control, and the Succe…
Opening Up the Black Box: Literacy Instruction in Schools Participating in Three Comprehensive School Reform Programs
This study examines patterns of literacy instruction in schools adopting three of America’s most widely disseminated comprehensive school reform (CSR) programs (the Accelerated Schools Project, America’s Choice, and Success for All). Contrary to the view that educational innovations seldom affect teaching practices, the study found large differences in literacy instruction between teachers in America’s Choice schools and comparison schools and be…
New Institutionalism in Education, The
Effects of Organic Management on Student Achievement
Proponents of school restructuring often promote the purported benefits of professional forms of management that call for staff cooperation and collegiality, teachers’ participation in school decision making, and supportive leadership by school principals. A theoretical perspective on organizations known as contingency theory refers to such management patterns as “organic management.” This study examined the relationships between organic manageme…
Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement
This study explored whether and how teachers’ mathematical knowledge for teaching contributes to gains in students’ mathematics achievement. The authors used a linear mixed-model methodology in which first and third graders’ mathematical achievement gains over a year were nested within teachers, who in turn were nested within schools. They found that teachers’ mathematical knowledge was significantly related to student achievement gains in both f…
What Large-Scale, Survey Research Tells Us about Teacher Effects on Student Achievement: Insights from the Prospects Study of Elementary Schools
This paper discusses conceptual and methodological issues that arise when educational researchers use data from large-scale, survey research to examine the effects of teachers and teaching on student achievement. Using data from Prospects: The Congressionally Mandated Study of Educational Growth and Opportunity 1991–1994, we show that researchers’ use of different statistical models has led to widely varying interpretations about the overall magn…
Using Research on Employees' Performance to Study the Effects of Teachers on Students' Achievement
The study reported here used general ideas about employees' performance to develop and test a model of teachers' effects on students' achievement in mathematics using data from the longitudinal files of the National Education Longitudinal Study of 1988 (NELS:88). A general model of employees' performance suggests that the effects of teachers on students' achievement can be explained by three general classes of variables : teachers' ability, motiv…
Decentralization and School Improvement: Can we Fulfill the Promise
Comparing Teachers' Work With Work in Other Occupations: Notes on the Professional Status of Teaching
Educational researchers frequently compare teachers' work with work performed in other occupations. In this article, I discuss the promises and pitfalls of this type of analysis. Using data from The Dictionary of Occupational Titles (U.S. Department of Labor, 1991), I examine the nature of teachers’ work and compare teaching with the work performed in other occupations. On the basis of this analysis, I conclude that teaching is a complex form of …
Comparing Teacher's Work with Work in Other Occupations: Notes on the Professional Status of Teaching
Higher Order Instructional Goals in Secondary Schools: Class, Teacher, and School Influences
We consider three explanations for variation in emphasis on teaching for higher order thinking in U.S. secondary classrooms: (a) current conceptions of learning encourage pursuit of higher order objectives primarily for high-track students in advanced courses; (b) many teachers lack adequate preparation to teach for higher order thinking; and (c) organizational norms discourage pursuit of higher order objectives. We asked secondary teachers in 16…
Contextual Effects on the Self-perceived Efficacy of High School Teachers
If the self-efficacy of high school teachers is situated rather than global, it ought to vary within teachers (across a teacher's several assigned classes), as well as among teachers. An analysis of survey data from academic teachers in 16 high schools confirmed the existence of substantial intrateacher variation and revealed that a teacher tends to feel most efficacious when teaching high-track students. This effect is most pronounced for math a…
Organizational Design in High Schools: A Multilevel Analysis
Advocates of school "restructuring" argue that organizational design features such as teacher involvement in decision making, staff collaboration, and supportive leadership by school administrators can enhance the effectiveness of secondary schools. Little is known, however, about the contextual and organizational conditions that support implementation of these "organic" design features in schools. This article investigates this issue. Following …
Public Values, Private Schools
The racial composition of private schools can shed light on the racial make-up of public schools, while students performance in private schools serves as a gauge for the quality of instruction in public schools. This book draws together lawyers, philosophers, social scientists and economists to examine this public-private connection
Making Sense of Organizational Symbolism
Organizational Environments: Ritual and Rationality
The Organizational Life Cycle: Issues in the Creation, Transformation and Decline of Organizations. John R. Kimberly , Robert H. Miles
Management Succession, School Socioeconomic Context, and Basic Skills Achievement
This study assessed the effects of a change in principals, called management succession, on school-level basic skills achievement using longitudinal data on 149 schools in the San Francisco Bay Area. The analysis showed that a change in principals at a school did not affect basic skills achievement until the second year of a new principal’s tenure. It was also found that the effects of principal change differed depending on the socioeconomic comp…
Institutionalized Organizations: Formal Structure as Myth and Ceremony
Many formal organizational structures arise as reflections of rationalized institutional rules. The elaboration of such rules in modern states and societies accounts in part for the expansion and increased complexity of formal organizational structures. Institutional rules function as myths which organizations incorporate, gaining legitimacy, resources, stability, and enhanced survival prospects. Organizations whose structures become isomorphic w…
Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement
This study explored whether and how teachers’ mathematical knowledge for teaching contributes to gains in students’ mathematics achievement. The authors used a linear mixed-model methodology in which first and third graders’ mathematical achievement gains over a year were nested within teachers, who in turn were nested within schools. They found that teachers’ mathematical knowledge was significantly related to student achievement gains in both f…
Research on Effective Schools: A Cautionary Note
Contextual Effects on the Self-perceived Efficacy of High School Teachers
If the self-efficacy of high school teachers is situated rather than global, it ought to vary within teachers (across a teacher's several assigned classes), as well as among teachers. An analysis of survey data from academic teachers in 16 high schools confirmed the existence of substantial intrateacher variation and revealed that a teacher tends to feel most efficacious when teaching high-track students. This effect is most pronounced for math a…
Studying Reading Instruction With Teacher Logs: Lessons From the Study of Instructional Improvement
This article describes some of the conceptual and methodological issues that arise when researchers use teacher logs to measure classroom instruction. Data and examples come from the Study of Instructional Improvement, which used teacher logs to study patterns of literacy instruction in schools implementing three comprehensive school reforms. Over the course of this study, more than 75,000 logs were collected from nearly 2,000 teachers in Grades …
Using Research on Employees' Performance to Study the Effects of Teachers on Students' Achievement
The study reported here used general ideas about employees' performance to develop and test a model of teachers' effects on students' achievement in mathematics using data from the longitudinal files of the National Education Longitudinal Study of 1988 (NELS:88). A general model of employees' performance suggests that the effects of teachers on students' achievement can be explained by three general classes of variables : teachers' ability, motiv…
Systems of Ability Grouping and the Stratification of Achievement in Elementary Schools
AUTHOR Rowan, Brian; Miracle, Andrew W., Jr. TITLE Systems of Ability Grouping and the Stratification of Achievement in Elementary Schools. INSTITUTION Far West Lab. for Educational Research and Development, San Francisco, Calif. SPONS AGENCY National Inst. of Education (ED), Washington, DC. PUB DATE May 82 CONTRACT 400-80-0103 GRANT NIE-G-80-0067 NOTE 32p.; Paper presented at the meeting of the American Sociological Association (San Francisco, C…
Opening Up the Black Box: Literacy Instruction in Schools Participating in Three Comprehensive School Reform Programs
This study examines patterns of literacy instruction in schools adopting three of America’s most widely disseminated comprehensive school reform (CSR) programs (the Accelerated Schools Project, America’s Choice, and Success for All). Contrary to the view that educational innovations seldom affect teaching practices, the study found large differences in literacy instruction between teachers in America’s Choice schools and comparison schools and be…
Higher Order Instructional Goals in Secondary Schools: Class, Teacher, and School Influences
We consider three explanations for variation in emphasis on teaching for higher order thinking in U.S. secondary classrooms: (a) current conceptions of learning encourage pursuit of higher order objectives primarily for high-track students in advanced courses; (b) many teachers lack adequate preparation to teach for higher order thinking; and (c) organizational norms discourage pursuit of higher order objectives. We asked secondary teachers in 16…
Organizational Design in High Schools: A Multilevel Analysis
Advocates of school "restructuring" argue that organizational design features such as teacher involvement in decision making, staff collaboration, and supportive leadership by school administrators can enhance the effectiveness of secondary schools. Little is known, however, about the contextual and organizational conditions that support implementation of these "organic" design features in schools. This article investigates this issue. Following …
Organizational Strategies for Promoting Instructional Change: Implementation Dynamics in Schools Working With Comprehensive School Reform Providers
This article develops a conceptual framework for studying how three comprehensive school reform (CSR) programs organized schools for instructional change and how the distinctive strategies they pursued affected implementation outcomes. The conceptual model views the Accelerated Schools Project as using a system of cultural control to produce instructional change, the America's Choice program as using a model of professional control, and the Succe…
Comparing Teachers' Work With Work in Other Occupations: Notes on the Professional Status of Teaching
Educational researchers frequently compare teachers' work with work performed in other occupations. In this article, I discuss the promises and pitfalls of this type of analysis. Using data from The Dictionary of Occupational Titles (U.S. Department of Labor, 1991), I examine the nature of teachers’ work and compare teaching with the work performed in other occupations. On the basis of this analysis, I conclude that teaching is a complex form of …
Effects of Organic Management on Student Achievement
Proponents of school restructuring often promote the purported benefits of professional forms of management that call for staff cooperation and collegiality, teachers’ participation in school decision making, and supportive leadership by school principals. A theoretical perspective on organizations known as contingency theory refers to such management patterns as “organic management.” This study examined the relationships between organic manageme…
Management Succession, School Socioeconomic Context, and Basic Skills Achievement
This study assessed the effects of a change in principals, called management succession, on school-level basic skills achievement using longitudinal data on 149 schools in the San Francisco Bay Area. The analysis showed that a change in principals at a school did not affect basic skills achievement until the second year of a new principal’s tenure. It was also found that the effects of principal change differed depending on the socioeconomic comp…
The Common Core State Standards Initiative as an Innovation Network
This article analyzes the Common Core State Standards initiative as an innovation network. Using narrative data and quantitative analysis of hypertext linkages on the World Wide Web, we describe a network of about 3200 organizations that arose to scale up the Common Core State Standards and link them to aligned academic resources such as assessments, instructional materials, and professional development. By 2017, this network developed a “core-pe…
Measuring Reading Instruction With Teacher Logs
The authors argue that the criticisms of their earlier article on teacher logs ( Educational Researcher, March 2009) by Smagorinsky and Willis (this issue of Educational Researcher) do not address, much less undermine, the evidence they presented as part of their validation argument about the teacher logs. Moreover, they argue that their method for studying classrooms is not nearly as incommensurate with Smagorinsky’s and Willis’s methods as thos…
Institutionalized Organizations: Formal Structure as Myth and Ceremony
Many formal organizational structures arise as reflections of rationalized institutional rules. The elaboration of such rules in modern states and societies accounts in part for the expansion and increased complexity of formal organizational structures. Institutional rules function as myths which organizations incorporate, gaining legitimacy, resources, stability, and enhanced survival prospects. Organizations whose structures become isomorphic w…
The Instructional Management Role of the Principal
This review of related literature and research prompted the development of a framework for understanding the role of the principal as an instructional manager. A number of links between school-level variables and student learning are proposed. The discussion includes consideration of instrictional organization, school climate, influence behavior, and the context of principal management.
Research on Effective Schools: A Cautionary Note
Systems of Ability Grouping and the Stratification of Achievement in Elementary Schools
AUTHOR Rowan, Brian; Miracle, Andrew W., Jr. TITLE Systems of Ability Grouping and the Stratification of Achievement in Elementary Schools. INSTITUTION Far West Lab. for Educational Research and Development, San Francisco, Calif. SPONS AGENCY National Inst. of Education (ED), Washington, DC. PUB DATE May 82 CONTRACT 400-80-0103 GRANT NIE-G-80-0067 NOTE 32p.; Paper presented at the meeting of the American Sociological Association (San Francisco, C…
The Organizational Life Cycle: Issues in the Creation, Transformation and Decline of Organizations. John R. Kimberly , Robert H. Miles
Management Succession, School Socioeconomic Context, and Basic Skills Achievement
This study assessed the effects of a change in principals, called management succession, on school-level basic skills achievement using longitudinal data on 149 schools in the San Francisco Bay Area. The analysis showed that a change in principals at a school did not affect basic skills achievement until the second year of a new principal’s tenure. It was also found that the effects of principal change differed depending on the socioeconomic comp…
Making Sense of Organizational Symbolism
Organizational Environments: Ritual and Rationality
Public Values, Private Schools
The racial composition of private schools can shed light on the racial make-up of public schools, while students performance in private schools serves as a gauge for the quality of instruction in public schools. This book draws together lawyers, philosophers, social scientists and economists to examine this public-private connection
Organizational Design in High Schools: A Multilevel Analysis
Advocates of school "restructuring" argue that organizational design features such as teacher involvement in decision making, staff collaboration, and supportive leadership by school administrators can enhance the effectiveness of secondary schools. Little is known, however, about the contextual and organizational conditions that support implementation of these "organic" design features in schools. This article investigates this issue. Following …
Contextual Effects on the Self-perceived Efficacy of High School Teachers
If the self-efficacy of high school teachers is situated rather than global, it ought to vary within teachers (across a teacher's several assigned classes), as well as among teachers. An analysis of survey data from academic teachers in 16 high schools confirmed the existence of substantial intrateacher variation and revealed that a teacher tends to feel most efficacious when teaching high-track students. This effect is most pronounced for math a…
Higher Order Instructional Goals in Secondary Schools: Class, Teacher, and School Influences
We consider three explanations for variation in emphasis on teaching for higher order thinking in U.S. secondary classrooms: (a) current conceptions of learning encourage pursuit of higher order objectives primarily for high-track students in advanced courses; (b) many teachers lack adequate preparation to teach for higher order thinking; and (c) organizational norms discourage pursuit of higher order objectives. We asked secondary teachers in 16…
Decentralization and School Improvement: Can we Fulfill the Promise
Comparing Teachers' Work With Work in Other Occupations: Notes on the Professional Status of Teaching
Educational researchers frequently compare teachers' work with work performed in other occupations. In this article, I discuss the promises and pitfalls of this type of analysis. Using data from The Dictionary of Occupational Titles (U.S. Department of Labor, 1991), I examine the nature of teachers’ work and compare teaching with the work performed in other occupations. On the basis of this analysis, I conclude that teaching is a complex form of …
Comparing Teacher's Work with Work in Other Occupations: Notes on the Professional Status of Teaching
Using Research on Employees' Performance to Study the Effects of Teachers on Students' Achievement
The study reported here used general ideas about employees' performance to develop and test a model of teachers' effects on students' achievement in mathematics using data from the longitudinal files of the National Education Longitudinal Study of 1988 (NELS:88). A general model of employees' performance suggests that the effects of teachers on students' achievement can be explained by three general classes of variables : teachers' ability, motiv…
What Large-Scale, Survey Research Tells Us about Teacher Effects on Student Achievement: Insights from the Prospects Study of Elementary Schools
This paper discusses conceptual and methodological issues that arise when educational researchers use data from large-scale, survey research to examine the effects of teachers and teaching on student achievement. Using data from Prospects: The Congressionally Mandated Study of Educational Growth and Opportunity 1991–1994, we show that researchers’ use of different statistical models has led to widely varying interpretations about the overall magn…
Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement
This study explored whether and how teachers’ mathematical knowledge for teaching contributes to gains in students’ mathematics achievement. The authors used a linear mixed-model methodology in which first and third graders’ mathematical achievement gains over a year were nested within teachers, who in turn were nested within schools. They found that teachers’ mathematical knowledge was significantly related to student achievement gains in both f…
New Institutionalism in Education, The
Effects of Organic Management on Student Achievement
Proponents of school restructuring often promote the purported benefits of professional forms of management that call for staff cooperation and collegiality, teachers’ participation in school decision making, and supportive leadership by school principals. A theoretical perspective on organizations known as contingency theory refers to such management patterns as “organic management.” This study examined the relationships between organic manageme…
Organizational Strategies for Promoting Instructional Change: Implementation Dynamics in Schools Working With Comprehensive School Reform Providers
This article develops a conceptual framework for studying how three comprehensive school reform (CSR) programs organized schools for instructional change and how the distinctive strategies they pursued affected implementation outcomes. The conceptual model views the Accelerated Schools Project as using a system of cultural control to produce instructional change, the America's Choice program as using a model of professional control, and the Succe…
Opening Up the Black Box: Literacy Instruction in Schools Participating in Three Comprehensive School Reform Programs
This study examines patterns of literacy instruction in schools adopting three of America’s most widely disseminated comprehensive school reform (CSR) programs (the Accelerated Schools Project, America’s Choice, and Success for All). Contrary to the view that educational innovations seldom affect teaching practices, the study found large differences in literacy instruction between teachers in America’s Choice schools and comparison schools and be…
Studying Reading Instruction With Teacher Logs: Lessons From the Study of Instructional Improvement
This article describes some of the conceptual and methodological issues that arise when researchers use teacher logs to measure classroom instruction. Data and examples come from the Study of Instructional Improvement, which used teacher logs to study patterns of literacy instruction in schools implementing three comprehensive school reforms. Over the course of this study, more than 75,000 logs were collected from nearly 2,000 teachers in Grades …
Measuring Reading Instruction With Teacher Logs
The authors argue that the criticisms of their earlier article on teacher logs ( Educational Researcher, March 2009) by Smagorinsky and Willis (this issue of Educational Researcher) do not address, much less undermine, the evidence they presented as part of their validation argument about the teacher logs. Moreover, they argue that their method for studying classrooms is not nearly as incommensurate with Smagorinsky’s and Willis’s methods as thos…
Institutionalized Organizations: Formal Structure as Myth and Ceremony (translated by Igor Chirikov)
Many formal organizational structures arise as reflections of rationalized institutional rules.The elaboration of such rules in modern states and societies accounts in part for the expansion and increased complexity of formal organizational structures.Institutional rules function as myths which organizations incorporate, gaining legitimacy, resources, stability, and enhanced survival prospects.Organizations whose structures become isomorphic with…
Psychology (21 works) · Mathematics education (17 works) · Sociology (16 works) · Political science (13 works) · Computer Science (12 works) · Teacher Education and Leadership Studies (12 works) · Pedagogy (11 works) · Educational Assessment and Improvement (10 works) · School Choice and Performance (9 works) · Academic achievement (7 works)