Institutional Complexity and Policy Implementation: How Underlying Logics Drive Teacher Interpretations of Reform.

Autor/inn/en	Bridwell-Mitchell, E. N; Sherer, David G
Titel	Institutional Complexity and Policy Implementation: How Underlying Logics Drive Teacher Interpretations of Reform.
Quelle	In: Educational evaluation and policy analysis, (2017) 2, S.223-247Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2); PDF als Volltext (3) Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373716677567
Schlagwörter	Public schools; Teachers; Education reform; Education policy
Abstract	One critical factor in policy implementation is how teachers interpret policy. Previous research largely overlooks how the broader culture shapes teachers’ interpretations. In the current research, we explore how teachers’ interpretations of instructional reforms are associated with the logics of broad societal institutions. Our longitudinal mixed-methods study of 117 teachers at three urban public schools demonstrates that teachers’ interpretations are rooted in market accountability logics, professional bureaucracy logics, and communal sentiment logics. Teachers’ logics partially depend on their school and community contexts. The most substantive differences in teachers’ logics result from individual attributes, namely, race/ethnicity. One implication is that effective policy implementation depends on formulation and framing that address the multiple and potentially competing logics that motivate teachers’ responses to reform.
Erfasst von	OLC
Update	2023/3/07