Organizational Routines as Coupling Mechanisms
Policy, School Administration, and the Technical Core
Datos Bibliográficos
| ID | 8221091 |
|---|---|
| Autores | James P Spillane (0000-0001-5744-9085, Northwestern University, autor de correspondencia), Leigh Mesler Parise (Northwestern University), Leigh Parise (Northwestern University), Jennifer Zoltners Sherer (University of Pittsburgh) |
| Año | 2011 |
| Volumen | 48 |
| Número | 3 |
| Páginas | 586-619 |
| Fecha de publicación | 2011-06-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | American Educational Research Journal (JOURNAL) |
| Identificadores de la revista | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Editorial | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0002831210385102 |
| OpenAlex | W2136771704 |
| Idioma | EN |
| Citas recibidas | 96 |
| Referencias citadas | 59 |
The institutional environment of America’s schools has changed substantially as government regulation has focused increasingly on the core technical work of schools—instruction. The authors explore the school administrative response to this changing environment, describing how government regulation becomes embodied in the formal structure of four schools. Working at coupling government regulation with classroom teaching, school leaders transformed the formal structure, paying particular attention to designing new organizational routines. Analyzing the performance of these routines, the authors show how both government regulation and the technical core featured prominently, if selectively, and explore how routines enabled coupling by promoting standardization through alignment with common standards, by monitoring teacher and student performance, and by making aspects of instruction transparent
Core (optical fiber · Embodied cognition · Government (linguistics · Knowledge management · Loose coupling · Mathematics education · Organizational structure · Political science · Programming language · Public relations · Standardization · Work (physics · Artificial Intelligence · Computer Science · Educational Assessment and Improvement · Engineering · Evaluation and Performance Assessment · Psychology · Teacher Education and Leadership Studies
Subtle Webs
From Smoke and Mirrors to Walking the Talk
Three Logics of Instructional Leadership
Infrastructuring as a Practice of Design-Based Research for Supporting and Studying Equitable Implementation and Sustainability of Innovations
School leadership and management from a distributed perspective
Cognition of social rules and routine behavioral adjustment in young children with and without disabilities in inclusive preschools in China
Improvement science and school leadership
Development implications of pedagogical and academic service interventions to cope with Covid-19 influences in African colleges and universities
The leadership of ICT coordinators
The role of transformational leadership and an experienced team in sustaining a technology enhanced learning intervention in schools
School leadership writ small
Institutional complexity and multiple accountability tensions
What is school culture? Proposing a new, integrative model
High-stakes accountability policies and local adaptation
The need for school leadership and assessment capability in disruptive times
Cultural sensemaking and the implementation of edTPA technological tools
How Education Stakeholders Made Sense of the Types of Learning Experiences Children are and Should be Having in Kindergarten and Why
Global crisis management and higher education
Teachers’ perceptions of educational reform
NGO involvement in education policy
Comparing the Role of Attitudes on the Enactment of Academic and Non-Academic Education Performance Indicators
Scaling Gender and Sexual Diversity Policies in K-12 Schools
Different or Differentiated? Recoupling Policy and Practice in an Era of Accountability
Information and communication technology coordinators
Supporting Professional Learning at Scale
What Sticks and Why? A MoRe Institutional Framework for Education Research
Capacity-Building for District Reform
“The Child is Not Broken”
Embedding inquiry‐based practices in schools
The Concept of Organizational Routines and Its Potential for Investigating Educational Initiatives in Practice
What Can Institutional Analysis Tell Us About School Improvement Reforms
Sensemaking, Sensegiving, and the Challenges of Making School Changes for Students’ Socioemotional Wellbeing
Signifying Improvement
Is Role Change Enough? District Organizational Supports for Principal Supervision
From Compliance to Improvement
All Dressed Up With No Place to Go? National Board Certification and Teacher Leadership
Sustaining data use professional learning communities in schools
Effects of student feedback as a method of self-evaluating the quality of teaching
School Accountability, Postsecondary Attainment, and Earnings
Defending Against Challenges to Equity
From Policies to Principals
Information seeking in secondary schools
Student, parent, and teacher perspectives on reconciliation-related school reforms
Administration des écoles, respect des normes gouvernementales et obligation de résultats à forts enjeux
Institutional legitimacy and de-legitimacy
The quest for sustained data use
Contributing conditions
Understanding teacher network formation amidst reform
Decoupling in hybrid arrangements
Meaning-Making, Negotiation, and Change in School Accountability, Or What Sociology Can Offer Policy Studies
An Organizational Sociology of Education
Using Data to Manage for Performance at Public Universities
The bans on teaching CRT and other ‘divisive concepts’ in America’s public schools
Nested Learning Systems for the Thinking Curriculum
Becoming Different
Solving Real-Life Problems of Practice and Education Leaders’ School Improvement Mind-Set
The Practice of Data Use
Implementing along a Continuum
What’s Policy Got to Do with It? How the Structure-Agency Debate Can Illuminate Policy Implementation
On Their Own? The Work-Related Social Interactions and Turnover of New Teachers
An Exploratory Analysis of Formal School Leaders’ Positioning in Instructional Advice and Information Networks in Elementary Schools
Data in Practice
Global Scare Tactics and the Call for US Schools to Be Held Accountable
Making Sense of Consensus
Examining the English Learner Policy Ecology
Analyzing Instructionally Focused Education Systems
A Seat at the Table
Practicing a new curriculum in Turkey
The obstacle race to educational improvement
An Integrated Framework for Studying How Schools Respond to External Pressures
What Is Improvement Science? Do We Need It in Education
Rethinking Connections Between Research and Practice in Education
A Starting Point
Reform at the Intersection of Loose Coupling and Pedagogic Modalities
Accountability Policy, School Organization, and Classroom Practice
Sometimes It’s Hard to Do the Right Thing”
Organizing English Learner Instruction in New Immigrant Destinations
Examining How Stakeholders at the Local, State, and National Levels Made Sense of the Changed Kindergarten
Pressures of the Season
Processes and Dynamics Behind Whole-School Reform
The Business of Teaching and Learning”
Instructional Advice and Information Providing and Receiving Behavior in Elementary Schools
Disempowering Marketplaces
Under What Conditions Do School Districts Learn From External Partners? The Role of Absorptive Capacity
Measuring Organizational Learning Outcomes Through Big Ideas
Investigating the Role of Instructional Rounds in the Development of Social Networks and District-Wide Improvement
Organizing for Meaningful Inclusion
Studying Teachers’ Sensemaking to Investigate Teachers’ Responses to Professional Development Focused on New Standards
Bridging Student Funds of Knowledge With Science Discourse
Dismantling or Disguising Racialization
School accountability and the black-white test score gap
The Embeddedness of Teachers' Social Networks
The Elephant in the Schoolhouse
Patterns of Tight and Loose Coupling in a Competitive Marketplace
Examining Diverse Perspectives of edTPA Policy Implementation Across States
The implicated advocate
Measuring Up
High Stakes Education
High-Stakes Accountability in Urban Elementary Schools
Institutional Theory Contributing To Atheoretical Research Program
Accountability, incentives and behavior
The iron cage revisited institutional isomorphism and collective rationality in organizational fields
Exploration and Exploitation in Organizational Learning
Dynamics of Bureaucracy
An evolutionary theory of economic change
Handbook of Organizations (RLE
The Discovery of Grounded Theory
Qualitative Data Analysis in Health Psychology
Measuring Up
Left Behind by Design
Environments and Organizations
Environments and Organizations
Designing Coherent Education Policy
Research in Sociology of Education and Socialization
Predictable Failure of Federal Sanctions-Driven Accountability for School Improvement—And Why We May Retain It Anyway
Gauging Growth
High-Stakes Testing and Curricular Control
Two Eras of Urban Schooling
Private Asset or Public Good
The Impact of Subject Matter on Curricular Activity
The Changing Roles of Teachers in an Era of High-Stakes Accountability
The Iron Cage Revisited
The Discipline of Rankings
The Myth Incarnate
Handbook on Research on Educational Administration
How Institutions Form
An Approach to a Science of Administration
Ceremonial Justice
Beyond Decoupling
Institutionalized Organizations
| Obras citantes distintas | 96 |
|---|---|
| Citas por año | 6 |
| Intervalo de citas | 2010 - 2026 (17) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 96 |