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Collective Sensemaking about Reading: How Teachers Mediate Reading Policy in Their Professional Communities
Abstract
Recent research on the relationship between instructional policy and classroom practice suggests that teachers interpret, adapt, and even transform policies as they put them into place. This paper extends this line of research, using an in-depth case study of one California elementary school to examine the processes by which teachers construct and reconstruct multiple policy messages about reading instruction in the context of their professional communities. Drawing primarily on institutional and sensemaking theory, this paper puts forth a model of collective sensemaking that focuses on the ways teachers co-construct understandings of policy messages, make decisions about which messages to pursue in their classrooms, and negotiate the technical and practical details of implementation in conversations with their colleagues. It also argues that the nature and structure of formal networks and informal alliances among teachers shape the process, with implications for ways in which messages from the policy environment influence classroom practice. Finally, the paper explores the role school leaders play in shaping the sensemaking process.
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Citations
Cites
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Exploring the role of instructional leaders in promoting agency in teachers’ professional learning
Robertson, D. A., Padesky, L. B., Thrailkill, L. “., Kelly, A., & Brock, C. H. (2024) · International Journal of Professional Development, Learners and Learning · doi:10.30935/ijpdll/14058 · Cited by 6
“Knowing that different structures within schools affect the outcomes of professional learning and the agency enacted by different educators (e.g., Coburn, 2001; Lai et al., 2016), future research should further explore how enactments of agency are related to people ’ s contracted roles in schools,…”
Background
Metadata
- Authors
- Coburn, C. E.
- Venue
- Educational Evaluation and Policy Analysis
- Published
- 2001-06
- Volume
- 23
- Issue
- 2
- Pages
- 145-170
- ISSN
- 0162-3737 (ISSN-L)
- 1935-1062
- OpenAlex
- W2098371579
- Cited by
- 1,179
- References
- 1
- FWCI
- 35.29
- Type
- journal article
- Language
- en
- Open access
- closed
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