The DOI matches its Crossref record; 83 of the 83 references it cites were found in a registry or an index.
Beyond Decoupling: Rethinking the Relationship Between the Institutional Environment and the Classroom
Abstract
The decoupling argument—that schools respond to pressures from the institutional environment by decoupling changes in structures from classroom instruction—has been a central feature of institutional theory since the early 1970s. This study suggests the need to rethink this argument. Drawing on a study of the relationship between changing ideas about reading instruction in California from 1983 to 1999 and teachers' classroom practice, the study provides evidence that messages about instruction in the environment influence classroom practice in a process that is framed by teachers' preexisting beliefs and practices and the nature of the messages themselves. Implications are drawn for theories of teachers' autonomy and methodological approaches to studying macro-micro linkages.
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Cites
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Ellis, C., Strauss, A., & Corbin, J. (1992) · Contemporary Sociology · doi:10.2307/2074814 · Cited by 29,249
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A Theory of Cognitive Dissonance
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Cited by
From smoke and mirrors to walking the talk: Decoupling in the contemporary world
Bromley, P., & Powell, W. W. (2012) · Academy of Management Annals · doi:10.5465/19416520.2012.684462 · Cited by 1,656
Rethinking Scale: Moving Beyond Numbers to Deep and Lasting Change
Coburn, C. E. (2003) · Educational Researcher · doi:10.3102/0013189x032006003 · Cited by 1,030
Self-citationBelow the Bubble: “Educational Triage” and the Texas Accountability System
Booher-Jennings, J. (2005) · American Educational Research Journal · doi:10.3102/00028312042002231 · Cited by 762
Riopel, M., Nenciovici, L., Potvin, P., Chastenay, P., Charland, P., Sarrasin, J. B., & Masson, S. (2019) · Studies in Science Education · doi:10.1080/03057267.2019.1722420 · Cited by 127
Stillman, J., & Anderson, L. (2015) · Teachers and Teaching · doi:10.1080/13540602.2015.1044330 · Cited by 63
Metadata
- Authors
- Coburn, C. E.
- Venue
- Sociology of Education
- Publisher
- SAGE Publications
- Published
- 2004-07
- Volume
- 77
- Issue
- 3
- Pages
- 211-244
- ISSN
- 0038-0407 (ISSN-L)
- 1939-8573
- OpenAlex
- W2095993845
- Cited by
- 734
- References
- 83
- FWCI
- 24.39
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
