Capacity Building and Districts' Decision to Implement Coaching Initiatives

Autor/in	Mangin, Melinda M.
Titel	Capacity Building and Districts' Decision to Implement Coaching Initiatives
Quelle	In: Education Policy Analysis Archives, 22 (2014) 56, (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068 2341
Schlagwörter	Capacity Building; Coaching (Performance); School Districts; Educational Planning; Program Implementation; Literacy; Ideology; Interests; Case Studies; Qualitative Research; Educational Policy; Educational Practices; Decision Making; Superintendents; Administrator Attitudes; Principals; Coordinators; Semi Structured Interviews; Teacher Role; Information Utilization; Program Effectiveness; Program Evaluation; Elementary Secondary Education + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Bildungsplanung; Alphabetisierung; Schreib- und Lesefähigkeit; Ideologie; Bildungsinteresse; Case study; Fallstudie; Case Study; Qualitative Forschung; Politics of education; Bildungspolitik; Bildungspraxis; Decision-making; Entscheidungsfindung; Schulrat; Principal; Schulleiter; Koordinator; Lehrerrolle; Informationsnutzung; Programme evaluation; Programmevaluation
Abstract	The United States has experienced tremendous growth in the development of coaching initiatives including professional training programs, state endorsements and resources for coaches. These developments bring attention to the potential for coaching to improve education. They also raise the question of how best to facilitate implementation in local districts. One approach is to build capacity for coaching in schools and districts. Capacity building, as a policy tool, can facilitate the skills and knowledge necessary to engage in new practices. To understand the influence of capacity building efforts on districts' decision to implement coach initiatives, this study examines how one Regional School District (RSD) worked to build capacity for literacy coaching among its 20 constituent districts over three years. To analyze the data, I employed Weiss' (1983) decision-making framework, which examines the influence of ideology, interests and information on policy positions and decision outcomes. Findings suggest that the RSD's ongoing capacity building efforts influenced districts' decision to implement coach roles, even in districts that initially expressed no interest in coaching. In addition, formal district leaders played an important role in shaping the interplay between information, ideology, and interests. This study provides insights into the utility of capacity building for implementing coach roles and into the "politics" behind coaching initiatives. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01