The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Shaping Teacher Sensemaking: School Leaders and the Enactment of Reading Policy
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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Cites
Those Who Understand: Knowledge Growth in Teaching
SHULMAN, L. S. (1986) · Educational Researcher · doi:10.3102/0013189x015002004 · Cited by 18,546
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Shulman, L. (1987) · Harvard Educational Review · doi:10.17763/haer.57.1.j463w79r56455411 · Cited by 16,787
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Maitlis, S., & Christianson, M. (2014) · Academy of Management Annals · doi:10.5465/19416520.2014.873177 · Cited by 1,764
Research on Data Use: A Framework and Analysis
Coburn, C. E., & Turner, E. O. (2011) · Measurement: Interdisciplinary Research and Perspectives · doi:10.1080/15366367.2011.626729 · Cited by 365
Self-citationTeachers’ Sensemaking of Data and Implications for Equity
Bertrand, M., & Marsh, J. A. (2015) · American Educational Research Journal · doi:10.3102/0002831215599251 · Cited by 209
Spillane, J. P., & Lee, L. C. (2014) · Educational Administration Quarterly · doi:10.1177/0013161x13505290 · Cited by 174
Cosner, S. (2011) · Educational Management Administration & Leadership · doi:10.1177/1741143211408453 · Cited by 114
Farley-Ripple, E. N., & Buttram, J. L. (2014) · Studies in Educational Evaluation · doi:10.1016/j.stueduc.2013.09.006 · Cited by 79
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Farrell, C. C., & Marsh, J. A. (2016) · Educational Administration Quarterly · doi:10.1177/0013161x16638429 · Cited by 54
Urquhart, C., Cheuk, B., Lam, L., & Snowden, D. (2025) · Journal of the Association for Information Science and Technology · doi:10.1002/asi.24866 · Cited by 35
Wardrip, P. S., & Herman, P. (2018) · Teacher Development · doi:10.1080/13664530.2017.1308428 · Cited by 16
Science teachers’ data use practices: A descriptive analysis
Snodgrass Rangel, V., Monroy, C., & Bell, E. (2016) · Education Policy Analysis Archives · doi:10.14507/epaa.24.2348 · Cited by 11
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Metadata
- Authors
- Coburn, C. E.
- Venue
- Educational Policy
- Publisher
- SAGE Publications
- Published
- 2005-07
- Volume
- 19
- Issue
- 3
- Pages
- 476-509
- ISSN
- 0895-9048 (ISSN-L)
- 1552-3896
- OpenAlex
- W2036528786
- Cited by
- 692
- References
- 2
- FWCI
- 38.16
- Type
- journal article
- Language
- en
- Open access
- closed
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