Business Not as Usual
Understanding Factors for Organizational Change after a Crisis
Bibliographic Data
| ID | 21459943 |
|---|---|
| Authors | Amanda Lu (0000-0001-9406-0933, Georgetown University, corresponding author), Susanna Loeb (0000-0003-1854-8843, SCALE Initiative, Stanford University, Stanford, CA, USA), Nancy Waymack (SCALE Initiative, Stanford University, Stanford, CA, USA) |
| Year | 2025 |
| Volume | 127 |
| Issue | 6-7 |
| Pages | 22-45 |
| Publication date | 2025-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teachers College Record The Voice of Scholarship in Education (JOURNAL) |
| Journal identifiers | ISSN: 0161-4681 • E-ISSN: 1467-9620 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/01614681251368631 |
| OpenAlex | W4413470423 |
| Language | EN |
| Citations received | 1 |
| References cited | 42 |
Drawing on the crisis management cycle (CMC) framework, this study examines the organizational adjustments made by school systems in response to the COVID-19 pandemic, with a focus on the implementation of high-impact tutoring (HIT) to address the pandemic’s academic impacts. Analyzing 112 interviews across 10 local education agencies, we identify three postcrisis organizational change pathways: stagnation without learning, change through learning, and stagnation after initial learning. Critical to navigating these pathways are stakeholder alignment, external partnerships, access to expertise, effective resource allocation, and organizational readiness for adaptation. Our research highlights how these factors collectively determine an educational institution’s resilience and capacity for long-term structural adjustment following a crisis. By elucidating the mechanisms that enable or impede organizational learning and change, this paper contributes insights into overcoming entrenched practices, thereby enhancing schools’ preparedness and response capabilities for future crises and current policy challenges
Business · Organizational change · Political science · Public relations · COVID-19 and Mental Health · Disaster Management and Resilience
Capitalism and Freedom
Getting to Scale with Good Educational Practice
Resource Dependence Theory
Learning loss due to school closures during the Covid-19 pandemic
A theory of organizational readiness for change
Mental Health of Children and Adolescents Amidst Covid-19 and Past Pandemics
Resilience, Reorientation, and Reinvention
Future Studies
Politics, Covid, and In-Person Instruction During the First Year of the Pandemic
Learning loss during Covid-19
“Reinventing Ourselves” and Reimagining Education
Responding to Crisis
Improving the Implementation and Effectiveness of Out-of-School-Time Tutoring
The Promise of Tutoring for PreK–12 Learning
Real School
Parenting activities and the transition to home-based education during the Covid-19 pandemic
The Ecology of Educational Equity
Pressures and influences on school leaders navigating policy development during the Covid‐19 pandemic
The Effects of Absenteeism on Academic and Social-Emotional Outcomes
Leading Schools and Districts in Times of Crisis
An Integrated Framework for Studying How Schools Respond to External Pressures
Fiscal Federalism and K–12 Education Funding
The Real Learning Loss
Using thematic analysis in psychology
Politics, Markets, and Pandemics
Reforming Again, Again, and Again
The Iron Cage Revisited
The Effect of Teachers' Union Contracts on School District Efficiency
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |