Organizational Routines as Coupling Mechanisms: Policy, School Administration, and the Technical Core
Item
Title
Organizational Routines as Coupling Mechanisms: Policy, School Administration, and the Technical Core
Abstract/Description
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.
Author/creator
Date
In publication
Volume
48
Issue
3
Pages
586-619
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Keywords
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
0002-8312
Citation
Spillane, J. P., Parise, L. M., & Sherer, J. Z. (2011). Organizational Routines as Coupling Mechanisms: Policy, School Administration, and the Technical Core. American Educational Research Journal, 48(3), 586–619. https://doi.org/10.3102/0002831210385102
Comments
No comment yet! Be the first to add one!