Conceptualizing Relations Between Instructional Guidance Infrastructure (IGI) and Teachers’ Beliefs About Mathematics Instruction: Regulative, Normative, and Cultural-Cognitive Considerations
Item
Title
Conceptualizing Relations Between Instructional Guidance Infrastructure (IGI) and Teachers’ Beliefs About Mathematics Instruction: Regulative, Normative, and Cultural-Cognitive Considerations
Abstract/Description
Scholars have become increasingly interested in what is often referred to as the instructional guidance infrastructure (IGI). Research has identified the characteristics of infrastructures that make them more or less influential in guiding teachers’ instruction, such as alignment, authority, and prescriptiveness. Although these are important, a key question is whether and how IGIs work to influence teachers’ beliefs and practices. We use new institutional theory to theorize relations between IGIs and teachers’ beliefs about how students learn mathematics in two local school systems undergoing instructional reform. Based on new institutional theory, we explore how the three pillars of institutions—regulative, normative, and cultural-cognitive—worked in interaction to shape teachers’ beliefs. In doing so, we develop a more comprehensive framework for examining IGIs and how they operate.
Author/creator
Date
In publication
Volume
16
Issue
4
Pages
421-450
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Theoretical
IRE Approach/Concept
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
1573-1812
Citation
Hopkins, M., & Spillane, J. P. (2015). Conceptualizing Relations Between Instructional Guidance Infrastructure (IGI) and Teachers’ Beliefs About Mathematics Instruction: Regulative, Normative, and Cultural-Cognitive Considerations. Journal of Educational Change, 16(4), 421–450. https://doi.org/10.1007/s10833-015-9257-1
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