The Alignment of the Informal and Formal Organizational Supports for Reform: Implications for Improving Teaching in Schools

Autor/inn/en	Penuel, William R.; Riel, Margaret; Joshi, Aasha; Pearlman, Leslie; Kim, Chong Min; Frank, Kenneth A.
Titel	The Alignment of the Informal and Formal Organizational Supports for Reform: Implications for Improving Teaching in Schools
Quelle	In: Educational Administration Quarterly, 46 (2010) 1, S.57-95 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/1094670509353180
Schlagwörter	Organizations (Groups); Social Networks; Network Analysis; Cooperation; Differences; Case Studies; Power Structure; School Organization; Organizational Change; Educational Change; Selection; Models; Organizational Theories; Elementary Schools; Data; Decision Making + Suchen Sie Ihr Suchwort? Social network; Soziales Netzwerk; Netzplantechnik; Co-operation; Kooperation; Unterscheiden; Case study; Fallstudie; Case Study; School organisation; Schulorganisation; Organisationswandel; Bildungsreform; Auslese; Analogiemodell; Organisationstheorie; Elementary school; Grundschule; Volksschule; Daten; Decision-making; Entscheidungsfindung
Abstract	Previous qualitative studies show that when the formal organization of a school and patterns of informal interaction are aligned, faculty and leaders in a school are better able to coordinate instructional change. This article combines social network analysis with interview data to analyze how well the formal and informal aspects of a school's social context are aligned. The focus is on two elementary schools engaged in initiatives aimed to use data to inform instructional decision making. The multimethod case study integrated findings from questionnaire and interview data. Data were collected over two years from case study schools. By fitting multilevel social selection models to longitudinal social network data collected from surveys, the authors estimated the relative influence of formal and informal processes on patterns of advice giving in each school. They used interview data to contextualize and corroborate findings. The social selection models they fit revealed distinct patterns in each school that helped explain why one school had been successful in developing a shared vision for change and a second school had been unsuccessful. The authors' research shows that efforts to promote formal collaboration can and do vary in their success in ways that are evident from social network analyses. These case studies imply directions for future analyses of the social context of teaching and schools. (Contains 7 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10