ERIC Number: EJ1113331
Record Type: Journal
Publication Date: 2016-Oct
Abstractor: As Provided
Reference Count: 45
Vehicles of Logics: The Role of Policy Documents and Instructional Materials in Reform
Woulfin, Sarah L.
Educational Research for Policy and Practice, v15 n3 p175-188 Oct 2016
To understand the complexities of education policy implementation, it is necessary to consider how artifacts associated with reform are imbued with ideas, meanings, and values. This empirical paper draws on neo-institutional theory to reveal how artifacts carried particular logics (D'Adderio in "J Inst Econ" 7(2):197-230, 2011; Feldman and Pentland in "Adm Sci Q" 48:94-118, 2003; Pentland & Feldman in "Ind Corporate Change" 14(5):793-815, 2005; in: Scott, "Institutions and organizations," Sage Publications, Thousand Oaks, 2001). This paper argues that two types of artifacts, policy documents, and instructional materials, carried logics of reading instruction, thereby playing a role in the implementation of this reform. This paper draws on qualitative data collected over a 13-month period in order to advance our understanding of the relationship between institutional logics, policy, and practice. The findings from this paper have implications for district and school reform, as well as for policymakers and non-system actors.
Descriptors: Instructional Materials, Educational Change, Educational Policy, Program Implementation, Reading Instruction, Qualitative Research
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A