The Organization as a Filter of Institutional Diffusion
The Organization as a Filter of Institutional Diffusion
复制标题
组织作为制度扩散的过滤器
DOI：
10.1177/016146811311500105
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发表时间：
2013
期刊：
影响因子：
--
通讯作者：
Corinne Singleton
中科院分区：
文献类型：
--
作者：
W. Penuel;K. Frank;Min Sun;C. Kim;Corinne Singleton
制度理论有时将制度的规范性影响描述为像波浪一样扩散，并对个人施加统一的压力。这篇文章有助于越来越多的文献机构的微观基础，调查如何组织内网络调解机构对教师的教学实践的扩散。目的/目的/研究课题/研究重点本研究关注21世纪初阅读政策对教学实践的规范性影响。我们选择在这段时间专注于阅读，这段时间的特点是政策的一致性达到了不同寻常的水平。联邦和州政府机构以及学区实施了一系列政策和计划，鼓励教师遵循国家阅读小组（2000年）的建议，强调在阅读教学实践中培养基本技能。研究在11所小学进行。一个重要的注意是，这些学校的教师在采用国家阅读小组建议的做法方面所经历的压力是间接的。研究中的学校确实包括三所第一类学校，但没有学校的项目要求他们采用这些做法。所有学校都采用了与推荐做法相一致的国家采用的阅读课程。人口/参与者/主题11所学校的所有教职员工都是2004年至2008年研究的一部分。最终分析的样本（n = 136）包括在这4年中在一所学校直接负责阅读教学的教师。这一数字占我们原始样本（N = 161）的84.47%。研究设计本研究是一项纵向观察性研究，包括社会网络数据和多层次分析。我们在2004年、2005年、2007年和2008年对教师进行了四次调查。数据收集和分析数据的主要来源是一项调查，该调查要求教师确定他们的亲密同事和在阅读指导方面为他们提供帮助的同事（包括互动频率的测量）。在我们的分析中的依赖措施是基于教师对阅读教学实践，特别是技能为基础的教学实践项目的反应。我们拟合多层次模型来估计阅读实践在多大程度上是教师与同事的互动及其在小组中的成员资格的函数，这些成员资格是使用弗兰克算法从最接近的同事的指标中确定的。结果/结果教师的做法并不完全符合新的规范制度，而是依赖于暴露于外部的专业发展，在阅读教学和当地规范的做法，在他们的学校和合议小组。此外，随着时间的推移，小组的做法分歧方面的教师实施技能为基础的阅读教学实践。结论/建议我们的研究结果提供了强有力的证据表明，当地的社会动态，如我们在这里阐明的关键是塑造任何教学实践或改革的实施轨迹。政策可以为采用特定的做法创造条件，并通过它们激励的课程和专业发展计划将资源导向某些类型的支持。然而，教师与同事之间的互动会影响对这些指导和激励措施的反应，其结果可能与决策者的意图大相径庭。
Background/Context Institutional theories sometimes characterize the normative influence of institutions as diffusing like waves and as exerting uniform pressures on individuals. This article contributes to a growing literature on the microfoundations of institutions, investigating how intraorganizational networks mediate the diffusion of institutions on teachers’ instructional practices. Purpose/Objective/Research Question/Focus of Study This study focused on the normative influence of reading policy on teaching practice in the early 2000s. We chose to focus on reading during this period, which was marked by an unusual level of policy coherence. Federal and state agencies, as well as school districts, implemented a number of policies and programs to encourage teachers to follow the National Reading Panel's (2000) recommendations to emphasize basic skills development in reading instructional practices. Setting The research took place in 11 elementary schools. An important note is that the pressure teachers experienced in these schools to adopt the practices recommended by the National Reading Panel was indirect. The schools in the study did include three Title I schools, but no schools in programs that required them to adopt these practices. All schools used state-adopted curricula in reading that were aligned with recommended practices. Population/Participants/Subjects All faculty members in the 11 schools were part of the study from 2004 to 2008. The sample in the final analysis (n = 136) included teachers with direct responsibilities for teaching reading in a single school over these 4 years. This figure represents 84.47% of our original sample (N = 161). Research Design This study is a longitudinal observational study that includes social network data and multilevel analysis. We surveyed faculty four times in waves conducted in 2004, 2005, 2007, and 2008. Data Collection and Analysis The primary source of data was a survey that asked teachers to identify their close colleagues and colleagues who provided them with help on reading instruction (including measures of frequency of interaction). The dependent measure in our analyses was based teachers’ responses to items about instructional practices in reading, especially skills-based instructional practices. We fit multilevel models to estimate the extent to which reading practices were a function of teachers’ interactions with colleagues and their membership in subgroups, which were identified from the indicators of closest colleagues using Frank's algorithm. Findings/Results Teachers’ practices did not conform exclusively to the new normative regime but rather depended on exposure to external professional development in reading instruction and on local norms of practice in their schools and collegial subgroups. Over time, moreover, subgroups’ practices diverged with respect to teachers’ implementation of skills-based reading instructional practices. Conclusions/Recommendations Our study findings provide strong evidence that local social dynamics such as the ones we illuminate here are key in shaping the implementation trajectory of any instructional practice or reform. Policies may set the stage for adopting particular practices and direct resources toward certain kinds of supports through curriculum and professional development programs they incentivize. However, teachers’ interactions with colleagues mediate the response to these directions and incentives in ways that can produce outcomes that diverge widely from policy makers’ intentions.
DOI：
10.1198/016214508000000733
发表时间：
2008-12-01
影响因子：
3.7
作者：
Shadish, William R.;Clark, M. H.;Steiner, Peter M.
通讯作者：
Steiner, Peter M.