Collective Sensemaking about Reading
How Teachers Mediate Reading Policy in Their Professional Communities
Bibliographic Data
| ID | 23325969 |
|---|---|
| Authors | Cynthia E Coburn (University of Pittsburgh, corresponding author) |
| Year | 2001 |
| Volume | 23 |
| Issue | 2 |
| Pages | 145-170 |
| Publication date | 2001-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Evaluation and Policy Analysis (JOURNAL) |
| Journal identifiers | ISSN: 0162-3737 • E-ISSN: 1935-1062 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/01623737023002145 |
| OpenAlex | W2098371579 |
| Language | EN |
| Citations received | 346 |
| References cited | 42 |
Recent research on the relationship between instructional policy and classroom practice suggests that teachers interpret, adapt, and even transform policies as they put them into place. This paper extends this line of research, using an in-depth case study of one California elementary school to examine the processes by which teachers construct and reconstruct multiple policy messages about reading instruction in the context of their professional communities. Drawing primarily on institutional and sensemaking theory, this paper puts forth a model of collective sensemaking that focuses on the ways teachers co-construct understandings of policy messages, make decisions about which messages to pursue in their classrooms, and negotiate the technical and practical details of implementation in conversations with their colleagues. It also argues that the nature and structure of formal networks and informal alliances among teachers shape the process, with implications for ways in which messages from the policy environment influence classroom practice. Finally, the paper explores the role school leaders play in shaping the sensemaking process.
Construct (python library) · Context (archaeology) · Mathematics education · Negotiation · Pedagogy · Political science · Process (computing) · Public relations · Reading (process) · Sensemaking · Social science · Sociology · Computer Science · Educational Assessment and Improvement · Parental Involvement in Education · Psychology · Teacher Education and Leadership Studies
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Teacher Learning and Instructional Change
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The role of teachers in educational reform
Sensemaking in Organizations
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Interpreting professional learning policy
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Centralized Disciplinary Policy Implementation Gap
Exploring the differences between what teachers notice individually and collaboratively
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Making Sense of Genetic Complexity
Artificial Intelligence Governance in K-12 School Districts
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Les politiques et les pratiques en éducation
Pushing back
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Teachers’ Implicit Theories of Professional Abilities in the Domain of School Improvement
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The Context and Development of Teachers’ Collective Reflections on Student Data
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Sensemaking and engagement in ethical decision-making (Seed)
Principals’ sense-making and sense-giving of their professional role tensions
Crisis-resilient school leadership and the role of job crafting
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School leadership writ small
Distributed school leadership
Professional learning communities at a primary and secondary school network in India
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Secondary teachers’ conceptions of integrated writing skills
Contextualizing inclusion policy
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Institutional complexity and multiple accountability tensions
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Teacher networks
The interrelationship between pre-primary and early primary school teachers’ learning in the professional community and burnout
Policy Into Practice
Planning for student-driven discussions
Implementation as distributed sensemaking and adaptation
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Teachers as agentic synthesizers
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Cultural sensemaking and the implementation of edTPA technological tools
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‘The policy is great, but … ’
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Environments and organizations
Basics of qualitative research
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The Challenger Launch Decision
Schoolteacher
Evolving Interpretations as a Change Unfolds
Teachers’ Professional Development in a Climate of Educational Reform
Cognition and Policy Implementation
Street-Level Bureaucrats and Institutional Innovation
The Persistence of Privacy
External reform initiatives and teachers' efforts to reconstruct their practice
Tinkering toward Utopia
Reform in the Making
Short‐term policy support for long‐term school change
Systemic school reform
Teacher Professionalism in Local School Contexts
Does Professional Community Affect the Classroom? Teachers' Work and Student Experiences in Restructuring Schools
Small Change
Small Change
Policy Is Not Enough
State Policy and the Non-Monolithic Nature of the Local School District
Norms of Collegiality and Experimentation
Teachers’ Professional Community in Restructuring Schools
Qualitative Data Analysis
Learning From Experience
Frame Alignment Processes, Micromobilization, and Movement Participation
School Teacher
Institutionalized Organizations
| Unique citing works | 346 |
|---|---|
| Citations per year | 14,42 |
| Citation span | 2002 - 2026 (25) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 332 |