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Shaping Teacher Sensemaking: School Leaders and the Enactment of Reading Policy

Item

Title
Shaping Teacher Sensemaking: School Leaders and the Enactment of Reading Policy
Abstract/Description
A growing body of research has emphasized the social processes by which teachers adapt and transform policy as they enact it in their classrooms. Yet little attention has been paid to the role of school leaders in this process. Drawing on sociological theories of sensemaking, this article investigates how principals in two California elementary schools influenced teacher learning about and enactment of changing reading policy. It argues that principals influence teachers? enactment by shaping access to policy ideas, participating in the social process of interpretation and adaptation, and creating substantively different conditions for teacher learning in schools. These actions, in turn, are influenced by principals? understandings about reading instruction and teacher learning.
Author/creator
Coburn, Cynthia E.
Date
2005
In publication
Educational Policy
Volume
19
Issue
3
Pages
476-509
Resource type
en Research/Scholarly Media
Resource status/form
en Published Text
Scholarship genre
en Empirical
IRE Approach/Concept
Sensemaking/Interpretation
Language
en
Open access/full-text available
en No
Peer reviewed
en Yes
ISSN
0895-9048
DOI
10.1177/0895904805276143
URL
Official Publisher's Webpage (SAGE Journals)
Citation
Coburn, C. E. (2005). Shaping Teacher Sensemaking: School Leaders and the Enactment of Reading Policy. Educational Policy, 19(3), 476–509. https://doi.org/10.1177/0895904805276143
Cited in
The Institution of Schooling
Item sets
Handbook Chapter 4 Citations

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