The Deep Structure of Schooling

Tye, Barbara Benham

doi:10.18296/set.1104

Cited by 5 publications

(5 citation statements)

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“…First, new institutionalism (March & Olsen, 1984;Powell & DiMaggio, 1991;Rowan, 1982;Rowan & Miskel, 1999) posits that schools possess powerful conserving forces, forces that in the words of Mark Smylie (1995) "make persistence paramount to change" (p. 6). Elliot Eisner refers to the "robust"ness of schools, Barbara Tye (1987) to their "deep structures," and David Tyack and Larry Cuban (1995) to a "grammar of schooling." Deep structures, such as the physical uniformity of classrooms, curricular norms, and school schedules, are rooted firmly in the conventional wisdom of education and society writ large, and changes to them often meet resistance (Tye, 2000).…”

Section: Discussionmentioning

confidence: 99%

Allocating Quality: Collective Bargaining Agreements and Administrative Discretion Over Teacher Assignment

Cohen‐Vogel

Osborne-Lampkin

2007

Educational Administration Quarterly

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Background: School leaders argue that to make the improvements in both quality and equity that government mandates demand, they need more flexibility with regard to personnel management—specifically, teacher assignment. According to some, such flexibility is constrained by collective bargaining between teachers unions and school districts. Purpose: To examine how collective bargaining agreements govern the assignment of teachers to schools and classrooms and whether any observed variation among the agreements is due to district demographics and/or performance. Research Methods: Sixty-six collective bargaining agreements between teachers unions and Florida's school districts were collected and analyzed for provisions germane to teacher assignment. The authors looked for contrasts among the contracts by district size, district socioeconomic status, district race, and district Florida Comprehensive Assessment Test performance with data from the Florida Department of Education. Findings: Although staffing rules often favor seniority, contracts also grant administrators more discretion over transfers, reductions, and reassignments than critics have suggested. In addition, contracts are no more likely to restrict administrators' decisions about assignment in large, poor, minority, or low-performing districts than they are in other districts. Implications for Research and Practice: Future research should consider whether teacher assignment looks any different in districts where contracts grant administrators discretion over teacher assignment. If so, what norms have replaced seniority as the primary basis for transfers, reductions, and reassignments, and do these norms hold promise for school improvement and equity? The authors encourage the development and testing of new systems that use teachers' past performance with different types of students to make evidence-based assignments.

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Section: Discussionmentioning

confidence: 99%

Allocating Quality: Collective Bargaining Agreements and Administrative Discretion Over Teacher Assignment

Cohen‐Vogel

Osborne-Lampkin

2007

Educational Administration Quarterly

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“…The three black female school principals reveal to us how they engage in recognizing and then challenging complicated issues of race and class that impact student learning. For example, Edwards' comment that students are "sectioned off" refers to the "deep structures" of schooling (Tye, 1987).…”

Section: Discussionmentioning

confidence: 99%

(Re)constructing the Language of the Achievement Gap to an Opportunity Gap

Flores¹

2018

Journal of School Leadership

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This article situates the counternarrative of three African American female school principals and their leadership practices toward equity using a critical race theory framework (CRT). The data come from a larger exploratory study that addressed the understanding of the so-called achievement gap by school leaders. Four prevalent themes emerged through the use of a CRT analysis: (1) Mind-set toward opportunity gap; (2) recognizing issues: race, racism, and interest convergence; (3) holistic approaches toward “Our” students; and (4) the (real) opportunity of loss. I conclude with four contexts for implication for school leadership practice.

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“…Hence, most citizens have a clear sense of what schools are "supposed to be." This is what Metz (1990) describes as "real school," what Louis and Kruse (1995) call "schoolness," and what Tye (1987) refers to as the "deep structure" of schooling. The power of this deep sense of common assumptions about schooling becomes clear in public reactions whenever legislators or educators attempt to change "basic" policies, for instance moving to year-round schools or eliminating letter grades.…”

Section: Institutionalism and Organizational Culturementioning

confidence: 91%

Half Full, Half Empty? Educator Responses over Time to State-Level Systemic Reforms

Conley

Goldman

2000

International Journal of Educational Reform

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This article investigates the phenomenon of educator reaction to state systemic school reform legislation. This reaction is characterized by the reticence educators have shown to embrace state-level education reform initiatives while simultaneously agreeing with their ultimate goals. Our research findings reported here are the latest data in a longitudinal study begun in 1992 that gauged educator reactions to comprehensive education reform legislation passed in Oregon in 1991. In addition to summarizing these findings, we also examine the theoretical frameworks of institutionalism and compliance theory to consider their value as tools both to understand educator reactions to state school reform and to guide policy makers in crafting implementation strategies.

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The Deep Structure of Schooling

Cited by 5 publications

References 0 publications

Allocating Quality: Collective Bargaining Agreements and Administrative Discretion Over Teacher Assignment

Allocating Quality: Collective Bargaining Agreements and Administrative Discretion Over Teacher Assignment

(Re)constructing the Language of the Achievement Gap to an Opportunity Gap

Half Full, Half Empty? Educator Responses over Time to State-Level Systemic Reforms

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