1,844
Views
55
CrossRef citations to date
0
Altmetric
Articles

Organizing for instruction in education systems and school organizations: how the subject matters

Pages 721-747 | Published online: 22 Jul 2013

References

  • Allison, P. D. (1978) Measures of inequality. American Sociological Review, 43(6), 865–880.
  • Ball, S. J. (1981) Beachside Comprehensive: A case Study of Secondary Schooling. (Cambridge: Cambridge University Press).
  • Ball, S. J. and Lacey, C. (2012) Subject disciplines as the opportunity for group action: a measured critique of subject sub-cultures. In P. Woods (ed), Teacher Strategies. (New York, NY: Routledge), 149–177.
  • Borgatti, S. P. (2002) NetDraw: Graph Visualization Software. (Harvard: Analytic Technologies).
  • Borgatti, S. P. and Everett, M. G. (1999) Models of core/periphery structures. Social Networks, 21, 375–395.
  • Borgatti, S. P., Everett, M. G. and Freeman, L. C. (2002) UCINET 6 for Windows: Software for Social Network Analysis (Version 6) [Social Network Analysis Software]. Harvard, MA: Analytic Technologies.
  • Brownell, M. T., Yeager, E., Rennells, M. S. and Riley, T. (1997) Teachers working together: what teacher educators and researchers should know. Teacher Education and Special Education, 20(4), 340–359.
  • Bryk, A. S., Camburn, E. M. and Louis, K. S. (1999) Professional community in Chicago elementary schools: facilitating factors and organizational consequences. Educational Administration Quarterly, 35(5), 751–781.
  • Bryk, A. S. and Schneider, B. (2002) Trust in Schools: A Core Resource for Improvement. (New York: Russell Sage Foundation).
  • Burch, P. and Spillane, J. P. (2003) Elementary school leadership strategies and subject matter: reforming mathematics and literacy instruction. The Elementary School Journal, 103(5), 519–535.
  • Burch, P. and Spillane, J. P. (2005) How subjects matter in district office practice: instructionally relevant policy in urban school district redesign. Journal of Educational Change, 6(1), 51–76.
  • Carrington, P. J., Scott, J. and Wasserman, S. (2005) Models and Methods in Social Network Analysis. (New York: Cambridge University Press).
  • Coburn, C. E. (2001) Collective sensemaking about reading: how teachers mediate reading policy in their professional communities. Educational Evaluation and Policy Analysis, 23(2), 145–170.
  • Cohen, D. K. and Barnes, C. A. (1993) Pedagogy and policy. In D. K. Cohen, M. W. McLaughlin and J. E. Talbert (eds), Teaching for Understanding: Challenges for Policy and Practice. (San Francisco, CA: Jossey-Bass).
  • Cohen, D. K. and Moffitt, S. L. (2009) The Ordeal of Equality: Did Federal Regulation Fix the Schools?. (Cambridge, MA: Harvard University Press).
  • Coleman, J. S. (1990) Foundations of Social Theory. (Cambridge, MA: Harvard University Press).
  • Darling-Hammond, L., Wei, R., Andree, A., Richardson, N. and Orphanos, S. (2009) Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad. (Washington, DC: National Staff Development Council).
  • Davis, K. S. (2003) Change is hard: what science teachers are telling us about reform and teacher learning of innovative practices. Science Education, 87(1), 3–30.
  • Deng, Z. (2009) The formation of a school subject and the nature of curriculum content: an analysis of liberal studies in Hong Kong. Journal of Curriculum Studies, 41(5), 585–604.
  • Deng, Z. and Luke, A. (2008) Subject matter: defining and theorizing school subjects. In F. M. Connelly, M. F. He and J. Phillion (eds), The Sage Handbook of Curriculum and Instruction. (Thousand Oaks, CA: Sage), 66–90.
  • Drake, C., Spillane, J. P. and Hufferd-Ackles, K. (2001) Storied identities: teacher learning and subject-matter context. Journal of Curriculum Studies, 33(1), 1–13.
  • Elmore, R. F. (1996) Getting to scale with good educational practice. Harvard Educational Review, 66(1), 1–26.
  • Eraut, M. (2004) Informal learning in the workplace. Studies in Continuing Education, 26(2), 247–273.
  • Eraut, M. and Hirsh, W. (2007) The Significance of Workplace Learning for Individuals, Groups, and Organizations. (Oxford: SKOPE).
  • Frank, K. A., Zhao, Y. and Borman, K. (2004) Social capital and the diffusion of innovations within organizations: the case of computer technology in schools. Sociology of Education, 77(2), 148–171.
  • Freeman, L. C. (1979) Centrality in social networks: conceptual clarification. Social Networks, 1(3), 215–239.
  • Fullan, M. (2002) The role of leadership in the promotion of knowledge management in schools. Teachers and Teaching: Theory and Practice, 8(3), 409–419.
  • Goddard, Y. L., Goddard, R. D. and Tschannen-Moran, M. (2007) A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Teachers College Record, 109(4), 877–896.
  • Goldhaber, D. and Hansen, M. (2010) Using performance on the job to inform teacher tenure decisions. American Economic Review, 100(2), 250–255.
  • Grossman, P. L. and Stodolsky, S. S. (1994) Considerations of content and the circumstances of secondary school teaching. In L. Darling-Hammond (ed), Review of Research in Education. (Washington, DC: American Educational Research Association), 179–222.
  • Hayton, P. and Spillane, J. P. (2008) Professional community or communities? School subject matter and elementary school teachers’ work environments. In J. MacBeath and Y. C. Cheng (eds), Leadership for Learning: International Perspectives. (Rotterdam: Sense), 65–79.
  • Heider, F. (1958) The Psychology of Interpersonal Relations. (New York: Wiley).
  • Hill, H. C. (2004) Professional development standards and practices in elementary school mathematics. Elementary School Journal, 104(3), 215–231.
  • Hopkins, M., Spillane, J. P., Millerd, P. and Heaton, R. M. (in press) Infrastructure redesign and instructional reform in mathematics: formal structure and the practice of teacher leadership. Elementary School Journal, 114 (4).
  • Horne, I. S. (2005) Learning on the job: a situated account of teaching learning in high school mathematics departments. Cognition and Instruction, 23(2), 207–236.
  • Jackson, K. and Bruegmann, E. (2009) Teaching students and teaching each other: the importance of peer learning for teachers. American Economic Journal: Applied Economics, 1(4), 85–108.
  • Kossinets, G. (2006) Effects of missing data in social networks. Social Networks, 28, 247–268.
  • Krackhardt, D. (1998) Simmelian ties: super strong and sticky. In R. M. Kramer and M. A. Neale (eds), Power and Influence in Organizations. (Thousand Oaks, CA: Sage), 21–38.
  • Leana, C. R. and Pil, F. K. (2006) Social capital and organizational performance: evidence from urban public schools. Organization Science, 17(3), 353–366.
  • Lee, V. E. and Smith, J. B. (1996) Collective responsibility for learning and its effects on gains in achievement for early secondary school students. American Journal of Education, 104(2), 103–147.
  • Little, J. W. (1993) Professional community in comprehensive high schools: the two worlds of academic and vocational teachers. In J. W. Little and M. W. McLaughlin (eds), Teacher’s Work: Individuals, Colleagues, and Contexts. (New York: Teachers College Press), 137–163.
  • Little, J. W. (2003) Inside teacher community: representations of classroom practice. Teachers College Record, 105(6), 913–945.
  • Louis, K. S. and Marks, H. M. (1998) Does professional community affect the classroom? teachers’ work and student experiences in restructuring schools. American Journal of Education, 106, 532–575.
  • Louis, K. S., Marks, H. M. and Kruse, S. D. (1996) Teachers’ professional community in restructuring schools. American Educational Research Journal, 33(4), 757–798.
  • Madhavan, R., Gnyawali, D. R. and He, J. (2004) Two’s company, three’s a crowd? Triads in cooperative-competitive networks. Academy of Management Journal, 47, 918–927.
  • McLaughlin, M. W. and Talbert, J. E. (1993) Contexts that matter for teaching and learning: strategic opportunities for meeting the nation’s education goals. (Stanford, CA: Center for Research on the Context of Secondary School Teaching).
  • McLaughlin, M. W. and Talbert, J. E. (2001) Professional Communities and the Work of High School Teaching. (Chicago, IL: University of Chicago Press).
  • National Academy of Sciences, Achieve, American Association for the Advancement of Science, and National Science Teachers Association (2013) Second Public Draft of the Next Generation Science Standards (Washington, DC). Available online at: http://www.nextgenscience.org/next-generation-science-standards.
  • National Governors Association Center for Best Practices and Council of Chief State School Officers (2010a) The Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (Washington, DC). Available online at: http://www.corestandards.org/ELA-Literacy.
  • National Governors Association Center for Best Practices and Council of Chief State School Officers (2010b) The Common Core State Standards for Mathematics (Washington, DC). Available online at: http://www.corestandards.org/Math.
  • Parise, L. M. and Spillane, J. P. (2010) Teacher learning and instructional change: how formal and on-the-job learning opportunities predict changes in elementary school teachers’ instructional practice. Elementary School Journal, 110(3), 323–346.
  • Pitts, V. and Spillane, J. P. (2009) Using social network methods to study school leadership. International Journal of Research and Method in Education, 32(2), 185–207.
  • Price, J. N. and Ball, D. L. (1997) There’s always another agenda: marshalling resources for mathematics reform. Journal of Curriculum Studies, 29(6), 637–666.
  • Pustejovsky, J. and Spillane, J. P. (2009) Question-order effects in social network name generators. Social Networks, 31(4), 221–229.
  • Reagans, R. and McEvily, B. (2003) Network structure and knowledge transfer: the effects of cohesion and range. Administrative Science Quarterly, 48(2), 240–267.
  • Rosenholtz, S. J. (1985) Effective schools: interpreting the evidence. American Journal of Education, 93(3), 352–388.
  • Schifter, D. (1996) What's Happening in Math Class?. (New York: Teachers College Press).
  • Scribner, J. P., Cockrell, K. S., Cockrell, D. H. and Valentine, J. W. (1999) Creating professional communities in schools through organizational learning: an evaluation of a school improvement process. Educational Administration Quarterly, 35(1), 130–160.
  • Scribner, J. P., Hager, D. R. and Warne, T. R. (2002) The paradox of professional community: tales from two high schools. Educational Administration Quarterly, 38(1), 45–76.
  • Simmel, G. (1950) The Sociology of Georg Simmel. (New York: The Free Press).
  • Siskin, L. S. (1991) Departments as different worlds: subject subcultures in secondary schools. Educational Administration Quarterly, 27(2), 134–160.
  • Siskin, L. S. (1994) Realms of Knowledge: Academic Departments in Secondary Schools. (Washington, DC: Routledge & Falmer).
  • Smylie, M. A. (1995) Teacher learning in the workplace: implications for school reform. In T. R. Guskey and A. M. Huberman (eds), New Paradigms and Practices in Professional Development. (New York: Teachers College Press).
  • Spillane, J. P. (1999) External reform initiatives and teachers’ efforts to reconstruct their practice: the mediating role of teachers’ zones enactment. Journal of Curriculum Studies, 31(2), 143–176.
  • Spillane, J. P. (2000) A fifth-grade teacher’s reconstruction of mathematics and literacy teaching: exploring interactions among identity, learning, and subject matter. The Elementary School Journal, 100(4), 307–330.
  • Spillane, J. P. (2004) Standards deviation: how local schools misunderstand policy. (Cambridge, MA: Harvard University Press).
  • Spillane, J. P. (2005) Primary school leadership practice: how the subject matters. School Leadership & Management, 25(4), 383–397.
  • Spillane, J. P. (2006) Distributed Leadership. (San Francisco, CA: Jossey-Bass).
  • Spillane, J. P. and Burch, P. (2003) Policy, Administration, and Instructional Practice: “Loose coupling” Revisited. (Evanston, IL: Working Paper, Institute for Policy Research at Northwestern University, Northwestern University).
  • Spillane, J. P. and Burch, P. (2006) The institutional environment and instructional practice: changing patterns of guidance and control in public education. In H.-D. Meyer and B. Rowan (eds), The New Institutionalism in Education. (Albany, NY: SUNY Press), 87–102.
  • Spillane, J. P. and Kim, C. M. (2012) An exploratory analysis of formal school leaders’ positioning in instructional advice and information networks in elementary schools. American Journal of Education, 119(1), 73–102.
  • Spillane, J. P., Kim, C. M. and Frank, K. A. (2012) Instructional advice and information seeking behavior in elementary schools: exploring tie formation as a building block in social capital development. American Educational Research Journal, 49(6), 1112–1145.
  • Spillane, J. P., Parise, L. M. and Sherer, J. Z. (2011) Organizational routines as coupling mechanisms: policy, school administration, and the technical core. American Educational Research Journal, 48(3), 586–620.
  • Stodolsky, S. S. (1988) The Subject Matters: Classroom Activity in Math and Social Studies. (Chicago, IL: University of Chicago Press).
  • Stodolsky, S. S. and Grossman, P. L. (1995) The impact of subject matter on curricular activity: an analysis of five academic subjects. American Educational Research Journal, 32(2), 227–249.
  • Tschannen-Moran, M. (2001) Collaboration and the need for trust. Journal of Educational Administration, 39(4), 308–331.
  • Wasserman, S. and Faust, K. (1994) Social Network Analysis: Methods and Applications. (Cambridge, MA: Cambridge University Press).
  • Wilson, S. M. and Berne, J. (1999) Teacher learning and the acquisition of professional knowledge: an examination of research on contemporary professional development. Review of Research in Education, 24, 173–209.
  • Youngs, P. and King, M. B. (2002) Principal leadership for professional development to build school capacity. Educational Administration Quarterly, 38(5), 643–670.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.