Artifacts as Authoritative Actors in Educational Reform

Autor/inn/en	März, Virginie; Kelchtermans, Geert; Vermeir, Karen
Titel	Artifacts as Authoritative Actors in Educational Reform
Quelle	In: Journal of Educational Change, 18 (2017) 4, S.439-464 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kelchtermans, Geert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1573-1812
DOI	10.1007/s10833-017-9309-9
Schlagwörter	Educational Change; Program Implementation; Information Dissemination; Documentation; Educational Policy; Elementary Secondary Education; Organizational Change; Organizational Theories; Content Analysis; Semi Structured Interviews; Discourse Analysis; Leadership; Adoption (Ideas); Stakeholders + Suchen Sie Ihr Suchwort? Bildungsreform; Informationsverbreitung; Dokumentation; Politics of education; Bildungspolitik; Organisationswandel; Organisationstheorie; Inhaltsanalyse; Diskursanalyse; Führung; Führungsposition; Ideas; Ideenfindung
Abstract	Educational reforms are often translated in and implemented through artifacts. Although research has frequently treated artifacts as merely functional, more recent work acknowledges the complex relationship between material artifacts and human/organizational behavior. This article aims at disentangling this relationship in order to deepen our understanding of the role of artifacts within processes of educational change. In particular, we study the implementation of a data-transfer instrument developed to stimulate care continuity between primary and secondary schools. In order to understand an artifact's authority and to unravel its role in processes of innovation, we turned to organizational routines and neo-institutional theory. Drawing on data from an artifact analysis and semi-structured interviews, this article reports how this artifact not only transfers data, but also changed the discursive interactions (routines) in the school team around care. From an institutional perspective, implementing the artifact can be viewed as an answer to institutional forces that are pressurizing organizations to conform to particular ideas of what care and care continuity should ideally look like. The use of the artifact contributed to the schools' organizational legitimacy by serving their symbolic needs and it enabled them to position themselves towards stakeholders, parents and other schools as a truly legitimate school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01