The Rationalizing Logics of Public School Reform: How Cultural Institutions Matter for Classroom Instruction
Item
Title
The Rationalizing Logics of Public School Reform: How Cultural Institutions Matter for Classroom Instruction
Abstract/Description
The research herein uses a mixed methods approach to examine how organizational phenomena at the macro level of analysis translate into phenomena at the micro level. Specifically, the research attempts to explain how cultural institutions may translate into individual attitudes and actions, such as public school teachers? decisions about using instructional practices prescribed by reform. The findings suggest that public school teachers rationalize their instructional practices by drawing on the logics of three core cultural institutions: bureaucracy, democracy, and markets. When the logics of these institutions are violated, teachers reduce their reported use of prescribed instructional practices.
Author/creator
Date
In publication
Volume
7
Issue
2
Pages
173-196
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Open access/full-text available
No
Peer reviewed
Yes
ISSN
1558-6898
Citation
Bridwell-Mitchell, E. N. (2013). The Rationalizing Logics of Public School Reform: How Cultural Institutions Matter for Classroom Instruction. Journal of Mixed Methods Research, 7(2), 173–196. https://doi.org/10.1177/1558689812468792
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