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ERIC Number: EJ782441
Record Type: Journal
Publication Date: 2007
Pages: 12
Abstractor: Author
Reference Count: 62
ISBN: N/A
ISSN: ISSN-0013-189X
Educational Policy and Practice from the Perspective of Institutional Theory: Crafting a Wider Lens
Burch, Patricia
Educational Researcher, v36 n2 p84-95 2007
Institutional analyses of public education have increased in number in recent years. However, studies in education drawing on institutional analyses have not fully incorporated recent contributions from institutional theory, particularly relative to other domains such as law and health policy. The author sketches a framework that integrates recent institutional theorizing to guide scholarship on these and other issues in K-12 public education in the United States. The author argues that although concepts such as "loose coupling" have been widely used, education researchers have not fully tapped institutional theories that have emerged more recently. The author introduces three interrelated constructs and applies them to a case study of district reading and mathematics reform. In the final section, the author considers how current developments in the governance of public schooling increase the utility of institutional perspectives and identify critical issues that need to be addressed in future work. (Contains 1 figure and 10 notes.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A