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Reinterpreting responsiveness: Explo...

Bridwell-Mitchell, Ebony N.

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Reinterpreting responsiveness: Exploring the micro-social dynamics of institutional processes in public schools.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Reinterpreting responsiveness: Exploring the micro-social dynamics of institutional processes in public schools./
作者:	Bridwell-Mitchell, Ebony N.
面頁冊數:	215 p.
附註:	Source: Dissertation Abstracts International, Volume: 69-12, Section: A, page: 4888.
Contained By:	Dissertation Abstracts International69-12A.
標題:	Organizational behavior. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3340364
ISBN:	9780549948094

Reinterpreting responsiveness: Exploring the micro-social dynamics of institutional processes in public schools.
Bridwell-Mitchell, Ebony N.

Reinterpreting responsiveness: Exploring the micro-social dynamics of institutional processes in public schools. - 215 p.

Source: Dissertation Abstracts International, Volume: 69-12, Section: A, page: 4888.

Thesis (Ph.D.)--New York University, Graduate School of Business Administration, 2008.

Organizational responses to institutional pressures, such as government regulation and quasi-legal policy, have been an area of deep interest in organization studies. Though work in the area has burgeoned there has been limited attention to the underlying dynamics of responsiveness, and particularly to the role of institutional agents in responsiveness. This dissertation addresses agency and institutional responsiveness using the example of teachers as agents of school responses to mandated reforms. In three related papers the dissertation develops and tests a model of responsiveness, highlighting the dynamics and effects of institutional agents. Paper 1 is "Agency and Institutional Responsiveness in Socio-Cognitive Systems: The Case of State Intervention in Public School." It builds on the principles of complex systems to present grounded theory explaining how teachers' social and cognitive dynamics instantiate four socio-cognitive control mechanisms that determine school responses to reforms. Paper 2, "Strategic Rationality and Institutional Complexity: How Interpretations Determine the Adoption of State-Prescribed Practices," more closely examines the cognitive dynamics described in Paper 1. It uses a mixed-methods design to propose and test the effects of four sets of teacher perceptions on their reported use of prescribed instructional practices. Paper 3, "Making Sense of Competing Institutional Logics: The Moderating Role of Professional Community," examines the social dynamics of responsiveness. Specifically, it addresses the role of teachers' professional communities in resolving ambiguities associated with reform. Taken together, the three papers are an introduction to and exploration of the micro-social dynamics that determine institutional responsiveness. Their findings suggest that responsiveness may be regulated by agents whose adoption of prescribed practices depends on their understandings, which are ultimately shaped by social communities who help make sense of institutional requirements.

ISBN: 9780549948094Subjects--Topical Terms:

516683
Organizational behavior.

Reinterpreting responsiveness: Exploring the micro-social dynamics of institutional processes in public schools.
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