An Integrated Framework for Studying How Schools Respond to External Pressures

Abstract

The changing educational landscape requires new organizational frameworks to understand how schools and universities make sense of and respond to broader institutional forces like accountability, diversity, and the market. In this article, we draw on recent innovations in organizational theory to propose a model that identifies two general processes through which pressures from the environment shape educational practice in schools: filtering and local adaptation. We review three areas where researchers have studied filtering and local adaptation—routines, sensemaking, and networks—to illustrate how these processes are currently being applied in education and how this work can be extended. We also identify studies that have begun to integrate these different areas of scholarship and propose directions for future research. This article offers education researchers new to the field conceptual tools for guiding their analysis and assists more seasoned researchers in situating their studies in a broader context of institutional maintenance, change, and heterogeneity.

Two Aspects of the Teaching Quality of Soil Science in Land Remediation Engineering - Preparation Before Class and Solutions of Homework after Class

“…It is a challenge for us to teach students well alongside many other basic courses such as advanced mathematics, English, and pictorial geometry. There is a need to integrate soil science with other disciplines in the classroom, and to find applications of Soil Science to practical problems in order to stimulate students' interest in learning [2]. It is also useful to extend the knowledge and conclusions already available in soil science at the right time, and introduce the research frontiers of the corresponding problems as well as the context in which they are applied [3].…”

The Winds of Changes: How Research Alliances Respond to and Manage Shifting Field-Level Logics

“…(pp. 247-248) Education research has been slow to engage with advances in institutional theory (Diehl & Golann, 2023), and while some scholarship has used institutional theory to explain the proliferation of RPPs (Arce-Trigatti et al, 2018), the bulk of prior work has largely neglected, like the fish immersed in water, the institutional environments that give meaning to RPP work and that send crucial messages about their roles and responsibilities. The result is that we know little about the connections between the well-documented tensions in RPPs' work and the larger institutional forces from which these tensions emerge.…”