Journal article
Fitting In to Stand Out: How Teachers at Small, Urban "Specialty Schools" Experience Extra-Organizational influence
Leadership and policy in schools, Vol.18(3), pp.433-459
01/01/2019
DOI: 10.1080/15700763.2018.1453936
Abstract
In an era of increased attention to academic achievement gaps, expanding educational options has emerged as one approach to meeting the diverse learning needs of urban youth. This multiple-case study uses teacher interviews to investigate the role of extra-organizational factors (e.g., district- or state-level mandates) in shaping teachers' work in small public "specialty" schools. We find that teachers feel their work is enabled by smallness and autonomy but constrained by counterproductive policies. The ability of school personnel to obtain and leverage power shaped their success in navigating their institutional milieu. We close with implications for educational leaders and researchers.
Details
- Title: Subtitle
- Fitting In to Stand Out: How Teachers at Small, Urban "Specialty Schools" Experience Extra-Organizational influence
- Creators
- Jeff Walls - University of MinnesotaSara Kemper - University of Minnesota
- Resource Type
- Journal article
- Publication Details
- Leadership and policy in schools, Vol.18(3), pp.433-459
- Publisher
- Routledge
- DOI
- 10.1080/15700763.2018.1453936
- ISSN
- 1570-0763
- eISSN
- 1744-5043
- Number of pages
- 27
- Language
- English
- Date published
- 01/01/2019
- Academic Unit
- Educational Policy and Leadership Studies
- Record Identifier
- 9984701824602771
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