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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
Bridwell-Mitchell, E. N.
Date
2013
In publication
Journal of Mixed Methods Research
Volume
7
Issue
2
Pages
173-196
Resource type
en Research/Scholarly Media
Resource status/form
en Published Text
Scholarship genre
en Empirical
Language
en
Open access/full-text available
en No
Peer reviewed
en Yes
ISSN
1558-6898
DOI
10.1177/1558689812468792
URL
Official Publisher's Webpage (SAGE Journals)
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
Cited in
The Institution of Schooling
Item sets
Handbook Chapter 4 Citations

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