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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
Hopkins, Megan
Spillane, James P.
Date
November 1, 2015
In publication
Journal of Educational Change
Volume
16
Issue
4
Pages
421-450
Resource type
en Research/Scholarly Media
Resource status/form
en Published Text
Scholarship genre
en Theoretical
IRE Approach/Concept
Infrastructure
Language
en
Open access/full-text available
en Yes
Peer reviewed
en Yes
ISSN
1573-1812
DOI
10.1007/s10833-015-9257-1
URL
Official Publisher's Webpage (Springer Link)
Full-text PDF Shared by Author (ResearchGate)
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
Cited in
The Policy Context of United States Educational Innovation and Improvement
The Work of Improvement
Critical Social Network Analysis as a Method for Examining How Power Mediates Improvement Efforts
Item sets
Oxford Bibliography: The Policy Context of United States Educational Innovation and Improvement
Handbook Chapter 17 Citations

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