Under What Conditions Do School Districts Learn from External Partners? The Role of Absorptive Capacity

Autor/inn/en	Farrell, Caitlin C.; Coburn, Cynthia E.; Chong, Seenae
Titel	Under What Conditions Do School Districts Learn from External Partners? The Role of Absorptive Capacity
Quelle	In: American Educational Research Journal, 56 (2019) 3, S.955-994 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831218808219
Schlagwörter	School Districts; Partnerships in Education; Urban Schools; Guidance; Policy Formation; Organizational Change; Learning Processes; Board of Education Policy; Organizational Climate; Educational Administration; Common Core State Standards; Mathematics Curriculum; Prior Learning; School Effectiveness; Faculty Development; English Language Learners; Meetings; Interaction; Expertise; Departments; Social Networks; Outcomes of Education; Administrator Role; Central Office Administrators; Strategic Planning; California + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Hochschulpartnerschaft; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Beratung; Politische Betätigung; Organisationswandel; Learning process; Lernprozess; Organisationsklima; Bildungsverwaltung; Schuladministration; Schulverwaltung; Common core curriculum; Curriculum; Kerncurriculum; Vorkenntnisse; Schuleffizienz; Meeting; Tagung; Interaktion; Expert appraisal; Department; Abteilung; Social network; Soziales Netzwerk; Lernleistung; Schulerfolg; Strategy; Planning; Strategie; Planung; Kalifornien
Abstract	School district central offices regularly engage with external partners in improvement efforts, but these partnerships are not always productive. Indeed, little is known about under what conditions partnerships are likely to lead to organizational learning outcomes. We conducted a longitudinal comparative case study of two departments in one urban school district central office, both working with the same external partner. Data included 131 interviews and 372 hours of observations as well as artifacts and social network data. While one department did not incorporate the partner's ideas into policies and routines, the other demonstrated greater integration. We argue this difference is due to organizational conditions that foster absorptive capacity and to the nature of department--partner interactions. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01