Shaping Teacher Sensemaking: School Leaders and the Enactment of Reading Policy
A growing body of research has emphasized the social processes by which teachers adapt and transform policy as they enact it in their classrooms. Yet little attention has been paid to the role of school leaders in this process. Drawing on sociological theories of sensemaking, this article investigat...
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| Published in | Educational policy (Los Altos, Calif.) Vol. 19; no. 3; pp. 476 - 509 |
|---|---|
| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
Thousand Oaks, CA
SAGE Publications
01.07.2005
Sage Publications Corwin Press SAGE PUBLICATIONS, INC |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0895-9048 1552-3896 |
| DOI | 10.1177/0895904805276143 |
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| Abstract | A growing body of research has emphasized the social processes by which teachers adapt and transform policy as they enact it in their classrooms. Yet little attention has been paid to the role of school leaders in this process. Drawing on sociological theories of sensemaking, this article investigates how principals in two California elementary schools influenced teacher learning about and enactment of changing reading policy. It argues that principals influence teachers’ enactment by shaping access to policy ideas, participating in the social process of interpretation and adaptation, and creating substantively different conditions for teacher learning in schools. These actions, in turn, are influenced by principals’ understandings about reading instruction and teacher learning. |
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| AbstractList | A growing body of research has emphasized the social processes by which teachers adapt and transform policy as they enact it in their classrooms. Yet little attention has been paid to the role of school leaders in this process. Drawing on sociological theories of sensemaking, this article investigates how principals in two California elementary schools influenced teacher learning about and enactment of changing reading policy. It argues that principals influence teachers' enactment by shaping access to policy ideas, participating in the social process of interpretation and adaptation, and creating substantively different conditions for teacher learning in schools. These actions, in turn, are influenced by principals understandings about reading instruction and teacher learning. A growing body of research has emphasized the social processes by which teachers adapt and transform policy as they enact it in their classrooms. Yet little attention has been paid to the role of school leaders in this process. Drawing on sociological theories of sensemaking, this article investigates how principals in two California elementary schools influenced teacher learning about and enactment of changing reading policy. It argues that principals influence teachers' enactment by shaping access to policy ideas, participating in the social process of interpretation and adaptation, and creating substantively different conditions for teacher learning in schools. These actions, in turn, are influenced by principals' understandings about reading instruction and teacher learning. [PUBLICATION ABSTRACT] |
| Audience | Elementary Education |
| Author | Coburn, Cynthia E. |
| Author_xml | – sequence: 1 givenname: Cynthia E. surname: Coburn fullname: Coburn, Cynthia E. organization: University of California–Berkeley |
| BackLink | http://eric.ed.gov/ERICWebPortal/detail?accno=EJ689350$$DView record in ERIC http://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=16886186$$DView record in Pascal Francis |
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| ContentType | Journal Article |
| Copyright | 2006 INIST-CNRS Copyright SAGE PUBLICATIONS, INC. Jul 2005 |
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| Snippet | A growing body of research has emphasized the social processes by which teachers adapt and transform policy as they enact it in their classrooms. Yet little... |
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| SubjectTerms | Administrator Effectiveness Administrator Role Administrator Teacher Relationship Cognitive Processes Curriculum subjects: programmes and methods Education policy Educational Policy Educational sciences Elementary Education Elementary schools Instructional Leadership Principals Reading Instruction Reading, writing School administration Social processes Sociological theory Teacher Attitudes Teacher education Teachers Teaching methods |
| Title | Shaping Teacher Sensemaking: School Leaders and the Enactment of Reading Policy |
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