Duet or Duel? A Portrait of Two Logics of Reading Instruction in an Urban School District
Item
Title
Duet or Duel? A Portrait of Two Logics of Reading Instruction in an Urban School District
Abstract/Description
This article presents findings on the institutional logics of reading instruction in an urban school district, portraying how district leaders and coaches enacted two logics. Findings are grounded in observation, interview, and document data on district leaders and literacy coaches from a 13-month period. Using neoinstitutional theory, this article highlights the interrelationship between macrolevel structures and microlevel practices, particularly discussing the lived logics used throughout the implementation of a new reading program. I explicate two logics of reading instruction: Accountability First and Just Read, which coexisted within the district to provide formal and informal rules to structure action. To reveal the complexities of educators’ enactment of logics, this article portrays how district leaders advanced each logic. It also depicts how coaches hybridized the logics, with consequences for the direction of reform. It shows how educators in different leadership positions engage together with logics. The findings have implications for structure-agency theory, district leadership, and school reform.
Author/creator
Date
In publication
Volume
122
Issue
3
Pages
337-365
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Open access/full-text available
No
Peer reviewed
Yes
ISSN
0195-6744
DOI
Citation
Woulfin, S. L. (2016). Duet or Duel? A Portrait of Two Logics of Reading Instruction in an Urban School District. American Journal of Education, 122(3), 337–365. https://doi.org/10.1086/685848
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