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

Teaching, the core technology of schooling, is an essential consideration in investigations of education systems and school organizations. Taking teaching seriously as an explanatory variable in research on education systems and organizations necessitates moving beyond treating it as a unitary pract...

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Veröffentlicht in:Journal of curriculum studies Jg. 45; H. 6; S. 721 - 747
Hauptverfasser: Spillane, James P, Hopkins, Megan
Format: Journal Article
Sprache:Englisch
Veröffentlicht: London Routledge 01.12.2013
Taylor & Francis Ltd
Schlagworte:
Administrative Change
Administrative Organization
Curricula
Differences
Educational technology
Elementary Education
Elementary School Mathematics
Elementary School Science
Elementary Schools
Information Networks
Instruction
instructional improvement
instructional systems
Interaction
Interviews
Literacy
Mixed Methods Research
School Districts
School Organization
school subject matter
Schulfach
Schulorganisation
Social Networks
Soziales Netzwerk
Surveys
Teaching
United States (Midwest)
Unterrichtsorganisation
Unterrichtsqualität
ISSN:0022-0272, 1366-5839, 1366-5839
Online-Zugang:Volltext
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Zusammenfassung:Teaching, the core technology of schooling, is an essential consideration in investigations of education systems and school organizations. Taking teaching seriously as an explanatory variable in research on education systems and organizations necessitates moving beyond treating it as a unitary practice, so as to take account of the school subjects implicated in the work. Building on and extending earlier work, in this paper we examine subject matter differences in how one education system (Local Educational Agency) and its elementary schools organize for instruction in the core elementary school subjects. Specifically, this paper explores how education leaders and teachers in one local American school district interact with one another with respect to advice and information about teaching and learning in literacy, mathematics and science. We examine similarities and differences in school staff members' advice and information networks and consider how these differences relate to the formal organizational infrastructure intended to support instruction.
Bibliographie:SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 14
ISSN:0022-0272
1366-5839
1366-5839
DOI:10.1080/00220272.2013.810783