Education Versus Family
Institutional Logics in the Early Care and Education Field
Bibliographic Data
| ID | 8224137 |
|---|---|
| Authors | Anna C Colaner (University of Illinois Chicago), Anna Colaner (University of Illinois Chicago, corresponding author) |
| Year | 2016 |
| Volume | 53 |
| Issue | 3 |
| Pages | 673-707 |
| Publication date | 2016-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0002831216646868 |
| OpenAlex | W2409345730 |
| Language | EN |
| Citations received | 7 |
| References cited | 39 |
Non-parental arrangements for young children serve a dual function as supports for parental activities and educational inputs for children. However, arrangements that are suited to meet families’ specific needs and preferences are sometimes in tension with experts’ definitions of “quality.” Researchers and policymakers increasingly emphasize that educational goals cannot be met until this tension is reconciled. I offer new institutionalism as a conceptual framework for these emerging conversations and propose two ideal-typical institutional logics: the logic of the family and the logic of education. This perspective emphasizes that different expectations and goals are related to individuals’ differing social and institutional locations. Secondary analyses of the National Institute of Child Health and Development Study of Early Child Care and Youth Development (SECCYD) data offer preliminary empirical evidence
Conceptual framework · Developmental psychology · Dual (grammatical number · Function (biology · Ideal (ethics · Institutionalism · Perspective (graphical · Political science · Public relations · Social science · Sociology · Computer Science · Early Childhood Education and Development · Parental Involvement in Education · Psychology · School Choice and Performance · Social Psychology
Dialog‐constraining institutional logics and their interactional manifestation in the science classroom
Sensemaking, Sensegiving, and the Challenges of Making School Changes for Students’ Socioemotional Wellbeing
Hearts and Minds First
Privilege or tragedy? Educators’ accounts of flexibly scheduled early childhood education and care
Directors’ reports about program-wide pedagogical approaches
Theorizing Family Change
Teacher Professional Learning Communities and Institutional Complexity
Parental belief systems
The Formation of school subjects
Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills
How Actors Change Institutions
Markets from Culture
"Of Women, By Women, and For Women"1
A Theory of Fields
Economic Action and Social Structure
African-American Parenting Characteristics and Their Association With Children’s Cognitive and Academic School Readiness
Do regulable features of child-care homes affect children’s development
Beyond an “Either–Or” approach to home- and center-based child care
More than a work support
Low-income African and Latina immigrant mothers’ selection of early childhood care and education (Ecce)
The work–family support roles of child care providers across settings
Quality of language and literacy instruction in preschool classrooms serving at-risk pupils
Child care as family support
America's Childcare Problem
Child Care
Preschool Education in America
Children's Interests/Mothers' Rights
From Child’s Garden to Academic Press
The social construction of reality
The Iron Cage Revisited
Changing Institutional Logics and Executive Identities
Negotiated Care
Parental Decision Making About Child Care
Social Skill and the Theory of Fields
Institutional Change in Toque Ville
Structuring a Theory of Moral Sentiments
Institutionalized Organizations
Institutional Logics and the Historical Contingency of Power in Organizations
| Unique citing works | 7 |
|---|---|
| Citations per year | 0,78 |
| Citation span | 2017 - 2025 (9) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 7 |