Crafting Coherence
How Schools Strategically Manage Multiple, External Demands
Bibliographic Data
| ID | 9733435 |
|---|---|
| Authors | Meredith I Honig (0000-0001-6607-1539, University of Maryland, College Park, corresponding author), Thomas Hatch (0000-0001-6840-4106), Thomas C Hatch (Teachers College) |
| Year | 2004 |
| Volume | 33 |
| Issue | 8 |
| Pages | 16-30 |
| Publication date | 2004-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x033008016 |
| OpenAlex | W2033267978 |
| Language | EN |
| Citations received | 118 |
| References cited | 78 |
“Policy coherence” is an often cited but seldom achieved education policy goal. We argue that addressing this policy-practice gap requires a reconceptualization of coherence not as the objective alignment of external requirements but as a dynamic process. This article elaborates this re-conceptualization using theories of institutional and organizational change and empirical illustrations from literature on school reform and education policy implementation. We define coherence as a process, which involves schools and school district central offices working together to craft or continually negotiate the fit between external demands and schools’ own goals and strategies. Crafting coherence includes: schools setting school-wide goals and strategies that have particular features; schools using those goals and strategies to decide whether to bridge themselves to or buffer themselves from external demands; and school district central offices supporting these school-level processes. This definition suggests new directions for policy research and practice
Bridge (graph theory · Coherence (philosophical gambling strategy · Conceptualization · Craft · Education policy · Higher education · Mathematics education · Negotiation · Policy analysis · Political science · Process (computing · Public relations · Social science · Sociology · Computer Science · Educational Assessment and Improvement · Evaluation and Performance Assessment · Psychology · Public Administration · Public Policy and Administration Research
Principal evaluation in the United States
Responsive Schulleitung
Principal–Teacher Interactions
Street-Level Bureaucracy Revisited
Occupying the Principal Position
A bridge between worlds
Relationships in reform
School Climate
Promises and Pitfalls of Crafting Coherence Around a District-Wide Vision for Equity-Centered Instruction
Schools’ Agency Matters
Sense-making y liderazgo escolar en el inicio de una reforma a gran escala
“It’s the teachers’ fault”
The (in)coherence of Canadian refugee education policy with the United Nations’ strategy
Demands, tensions, and resources when implementing ambitious mathematics
Social networks and policy coherence
Curriculum wars
Re-centering civil rights in the reauthorization of Esea
Re‐designing infrastructure as a strategy for crafting coherence across three networks focused on the implementation of the next generation science standards
Practicing equity-centered improvement
Using Technology to Personalize Middle School Math Instruction
Principal discipline decision-making
Emotion-triggered sensemaking in leadership
Managing up, down, and outwards
Consistency in study programme planning and the complexity of curriculum logics
Equity, inclusion, and UDL
Professional development of science teachers in Latin America
Mobilizing, Advocating, and Organizing for Care in the School District Central Office
State-Level Efforts to Reform Elementary Science Education
Leaders’ Negotiation of Teacher Evaluation Policy in Immigrant-Serving Schools
Paying for Preschool
The Evolution of Coaching as a Policy Instrument
The backstage of schooling
Enacting anti-bullying procedures in dynamic school environments
Under pressure? Primary school teachers’ perceptions of their pedagogical practices
Guiding Principals
New Schools in New York City
Coaching and Districtwide Improvement
Becoming Restorative
Coaching in Context
Research on Continuous Improvement
Exploring the role of coherence in science teachers’ sensemaking of science‐specific formative assessment in professional development
Beyond Antiracism
Science for our children
Conducting research on teacher professional development in partnership with educators
School principals as translators – examining Swedish school principals’ translations of the standards-based curriculum
Instructional reform and multiple institutional logics
Conceptions of Equity in Common Core Policy Messages in a Metropolitan District
Toward a Theory of Racialized Institutional Logics in Education
Principals or Agents? How State Education Agencies Build Trust to Balance Support and Accountability in Turnaround Policy Implementation
Divergent Principal-Teacher Perceptions of How Innovativeness and School Challenges Relate to Student Achievement Under Distributed Leadership
Motivating Leadership Change and Improvement
Sensemaking, Sensegiving, and the Challenges of Making School Changes for Students’ Socioemotional Wellbeing
Is Role Change Enough? District Organizational Supports for Principal Supervision
Moral Distress Amongst District Leaders
From Compliance to Improvement
A Longitudinal Study on School Principals’ Autonomy as Street-Level Managers During Unprecedented Educational Reform
Why principals often give overly high ratings on teacher evaluations
Implementation of a collaborative data use model in a United States context
Growing Our Own Timber! Lived Experiences of Five School Principals in Using a Systems Thinking Approach for School Development
La conciliation des pressions internes et externes dans la mise en oeuvre de la gestion axée sur les résultats par des directions d’établissement d’enseignement
Understanding the competing logics of district education office work
Prevention of, and response to, sexual harassment at secondary school
Boundary Spanning in Local Governance
School Autonomy
Explorando al Interior
Improving Schools in Turbulent Times
Primary teachers, policy, and physical education
Understanding teacher instructional change
Substantive or symbolic stars
(Mis)Alignment of instructional policy supports in Pre-K and kindergarten
Bereavement policies and plans in education
Toward an equitable implementation of the science of reading
Special development
University-based literacy coaches as outsiders to the rural school context
Struggling with workload
Implementing education system reform
Bridging Policy and Professional Pedagogy in Teaching and Teacher Education
Implementation of Evidence‐based Practice in Human Service Organizations
The networked role of intermediaries in education governance and public-private partnership
Teacher evaluation reform implementation and labor relations
Enacting principal leadership
Architectures for Learning
Solving Real-Life Problems of Practice and Education Leaders’ School Improvement Mind-Set
A Relational Perspective on Instructional System Coherence
How Principals “Bridge and Buffer” the New Demands of Teacher Quality and Accountability
Implementing along a Continuum
Common Purposes
Muddy Waters
Beyond Funding
Compass-Aim
Micropolitics and Rural School Consolidation
Bringing Scientific-Professional Learning Communities into Practice
The Ecology of Educational Equity
A New Politics of the Principalship? Accountability-Driven Change in New York City
Catalyzing Scientific-Professional Learning Communities
Analyzing Instructionally Focused Education Systems
Working with ‘Social and Emotional Aspects of Learning’ ( Seal )
Contested Spaces of a “Failing” Elementary School
Interconnected Infrastructure for Improving Reading Instruction
Responses to Managerialism
Speaking truth to power
Sensemaking in organizations
Research in Organizational Behavior
Evidence, argument, and persuasion in the policy process
Talking about a Revolution
The Challenger Launch Decision
Thinking in Jazz
Manufacturing Consent
The New Middle Management
Street-Level Bureaucracy
Instructional Program Coherence
Cognition and Policy Implementation
A Multidisciplinary Analysis of the Nature, Meaning, and Measurement of Trust
Situating learning in communities of practice.
Reconstructing Conceptions of Local Capacity
Street-Level Bureaucrats and Institutional Innovation
Getting to Scale with Good Educational Practice
Effective Schools
Collective Sensemaking about Reading
Organizational Learning
The iron cage revisited institutional isomorphism and collective rationality in organizational fields
Organizational Learning and Communities-of-Practice
Strategic Responses to Institutional Processes
Handbook of teaching and policy
Complex organizations
“Tinkering toward Utopia”
Tinkering toward Utopia
Management by Groping along
Systemic school reform
The role of mediating organizations for school reform
Collective Responsibility for Learning and Its Effects on Gains in Achievement for Early Secondary School Students
Action and Contingency Postulates in Organization-Environment Relations
Investigating School Leadership Practice
Structural Reform and Educational Practice
Coherence, the Rebel Angel
Organizational Legitimacy
Organizational Work
The Iron Cage Revisited
The Chicago school and the study of organization-environment relations
Effects of High School Restructuring and Size on Early Gains in Achievement and Engagement
Legal Ambiguity and Symbolic Structures
Institutionalized Organizations
| Unique citing works | 118 |
|---|---|
| Citations per year | 5,9 |
| Citation span | 2006 - 2026 (21) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 117 |