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Organizational Routines as Coupling Mechanisms: Policy, School Administration, and the Technical Core

Organizational Routines as Coupling Mechanisms: Policy, School Administration, and the Technical... The institutional environment of America’s schools has changed substantially as government regulation has focused increasingly on the core technical work of schools—instruction. The authors explore the school administrative response to this changing environment, describing how government regulation becomes embodied in the formal structure of four schools. Working at coupling government regulation with classroom teaching, school leaders transformed the formal structure, paying particular attention to designing new organizational routines. Analyzing the performance of these routines, the authors show how both government regulation and the technical core featured prominently, if selectively, and explore how routines enabled coupling by promoting standardization through alignment with common standards, by monitoring teacher and student performance, and by making aspects of instruction transparent. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Organizational Routines as Coupling Mechanisms: Policy, School Administration, and the Technical Core

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References (91)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/0002831210385102
Publisher site
See Article on Publisher Site

Abstract

The institutional environment of America’s schools has changed substantially as government regulation has focused increasingly on the core technical work of schools—instruction. The authors explore the school administrative response to this changing environment, describing how government regulation becomes embodied in the formal structure of four schools. Working at coupling government regulation with classroom teaching, school leaders transformed the formal structure, paying particular attention to designing new organizational routines. Analyzing the performance of these routines, the authors show how both government regulation and the technical core featured prominently, if selectively, and explore how routines enabled coupling by promoting standardization through alignment with common standards, by monitoring teacher and student performance, and by making aspects of instruction transparent.

Journal

American Educational Research JournalSAGE

Published: Jun 1, 2011

Keywords: school leadership,organizational theory,organizational change,educational policy,educational reform,instruction

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