Institutional Logics in Los Angeles Schools: Do Multiple Models Disrupt the Grammar of Schooling?

Autor/inn/en	Marsh, Julie A.; Allbright, Taylor N.; Bulkley, Katrina E.; Kennedy, Kate E.; Dhaliwal, Tasminda K.
Titel	Institutional Logics in Los Angeles Schools: Do Multiple Models Disrupt the Grammar of Schooling?
Quelle	In: American Journal of Education, 126 (2020) 4, S.603-651 (49 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/709516
Schlagwörter	Models; School Organization; Educational Change; School Choice; Performance Based Assessment; Institutional Autonomy; Public Schools; Institutional Characteristics; California (Los Angeles) + Suchen Sie Ihr Suchwort? Analogiemodell; School organisation; Schulorganisation; Bildungsreform; Choice of school; Schulwahl; Leistungsermittlung; Institutionelle Autonomie; Public school; Öffentliche Schule
Abstract	The structure of US public education is changing. Rather than exclusive district management of schools with standardized programs, new types of systems have emerged. In the case of "portfolio" systems, advocates argue that choice, performance-based accountability, and autonomy challenge traditional schooling and foster a diversity of options for parents. Yet there is limited empirical evidence on these claims. Our mixed-methods study examines the values and reported practices of schools in Los Angeles. We find limited evidence of variation across schools. Rather, institutional forces appear to be shaping common commitments to academics, whole child support, community, and professionalism, with some fine-grained differences connected to organizational characteristics. Ultimately, this lack of diversity and the complexity of multiple logics do not appear to challenge the idea of a shared "grammar of schooling" across schools. This research advances our understanding of institutional logics in schools and provides implications for policy and future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01