Teacher Professional Learning Communities and Institutional Complexity: Negotiating Tensions between Institutional Logics

Diehl, David

doi:10.1080/02732173.2018.1564099

Cited by 12 publications

(14 citation statements)

References 38 publications

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“…Recent studies in education have also begun to tackle issues related to institutional complexity in policy implementation processes by attending to the influence of school characteristics on teachers’ interpretations of this institutional complexity (Bridwell-Mitchell and Sherer, 2017; Diehl, 2019). They showed that school actors’ interpretations of institutional complexity are dependent on the characteristics of their schools.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Bridwell-Mitchell and Sherer (2017) also indicated that teachers in middle-tier-performance schools felt a relatively high degree of institutional complexity. Diehl (2019) explored the nature of institutional complexity in schools by attending to the ways in which teachers negotiated different logics during local reform efforts, more specifically professional learning communities. The author showed, for instance, how teachers perceived the logics of professional, bureaucracy and community as enabling them to create trust in their relationships through sharing materials or advice with their peers.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…The author showed, for instance, how teachers perceived the logics of professional, bureaucracy and community as enabling them to create trust in their relationships through sharing materials or advice with their peers. Diehl (2019) pointed out how the new professional-bureaucracy logic reinforced teachers’ existing professional understanding and avoidance of new practices and structures that are not associated with a new logic.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…It also highlights the need to understand the school characteristics (e.g. performance history, type of school, teachers’ demographics, student diversity) in order to analyze the extent to which the patterns in logics reflect institutional complexity (Bridwell-Mitchell and Sherer, 2017; Diehl, 2019).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

See 3 more Smart Citations

Institutional complexity and multiple accountability tensions: A conceptual framework for analyzing school leaders’ interpretation of competing demands

Dulude

Milley

2020

Policy Futures in Education

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While many studies on external accountability forms have illustrated the impact on the prevailing conceptions and values about the nature of school organizations, still little is known about the active role of school leaders as sense-makers who deal with conflicting accountability demands. We argue that while multiple external accountability forms driven by policies often manifest in apparently conflicting ways in school organizations, recent findings suggest that some school leaders have come to understand and adapt strategically and reconcile these logics in practice over time. In this article, we seek to highlight the institutional complexity that school leaders face when attempting to make sense of, interpret reconcile and/or counterbalance competing accountability demands from multiple and incompatible logics while considering their schools’ needs and conditions. We develop a conceptual framework that unpacks the intersection of the institutional complexity triggered by multiple institutional logics and school leaders’ sense-making about reform. This framework could illuminate how and why the multiple logics in the institutional environment shape and are being shaped by school leaders’ sense-making in the complex policy implementation processes that lead to different policy outcomes.

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Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Conceptual Frameworkmentioning

confidence: 99%

See 2 more Smart Citations

Institutional complexity and multiple accountability tensions: A conceptual framework for analyzing school leaders’ interpretation of competing demands

Dulude

Milley

2020

Policy Futures in Education

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“…I draw from critical feminist perspectives, in particular, the writings of Freire (1970Freire ( /2018, Greene (2017), andhooks (1994) as a novel lens to theorise TPL differently, taking a holistic, emancipatory and nuanced perspective that goes beyond a "what works" and "what counts" approach of certainty implied by preset norms and empirical consensus. I then use this lens to conduct a critical scrutiny of a select literature in teacher development: mainstream best-evidence research syntheses (Diehl, 2019;Hattie & Timperley, 2007;Muijs et al, 2014;Timperley & Alton-Lee, 2008;Timperley et al, 2007); reports from one transnational policy influencer, the Organization for Economic Cooperation and Development (OECD, 2005; and counternarrative studies concerned with reductionist analytics (Bourke et al, 2015;Mockler, 2013aMockler, , 2013bOpfer & Pedder, 2011;Watson, 2014).…”

Section: Introductionmentioning

confidence: 99%

Teacher professional learning: a holistic and cultural endeavour imbued with transformative possibility

Simmie

2021

Educational Review

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In this article, I conduct a critical scrutiny of how best to frame Teacher Professional Learning (TPL) in a time of uncertainty, to what extent, contemporary mainstream literature provides a complete description of this construct and, if not, what might be missing, hidden, unintended or otherwise overlooked. I draw from critical feminist perspectives as a novel lens to theorise TPL differently, taking a holistic, emancipatory and nuanced perspective that goes beyond a "what works" and "what counts" approach and the certainty implied by preset norms and empirical consensus. I then use this lens to conduct a critical scrutiny of a select literature, a mainstream framing of TPL using best-evidence syntheses, reports from one transnational policy influencer, the Organization for Economic Cooperation and Development (OECD) and counternarrative studies concerned with reductionist analytics. Findings reveal two limitations with the current mainstream framing of TPL as a data-driven system of performance management. The first limitation concerns TPLs reified from the many unsolvable dilemmas and contradictions of teachers' developmental practices when framed as linear processes of adoption, integration and problem solving. The second limitation is the ethico-political question of whose knowledge counts in an evidence-based practice that underplays, and often denies, other ways of knowing. The study contributes to a novel theorisation of TPL and raises important questions for teacher professional learning and development worthy of further research and consideration.

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A systematic research review of teachers’ professional development as a policy instrument

Kirsten

2020

Educational Research Review

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Teacher Professional Learning Communities and Institutional Complexity: Negotiating Tensions between Institutional Logics

Cited by 12 publications

References 38 publications

Institutional complexity and multiple accountability tensions: A conceptual framework for analyzing school leaders’ interpretation of competing demands

Institutional complexity and multiple accountability tensions: A conceptual framework for analyzing school leaders’ interpretation of competing demands

Teacher professional learning: a holistic and cultural endeavour imbued with transformative possibility

A systematic research review of teachers’ professional development as a policy instrument

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