Mission, Money, and Membership: An Institutional Perspective on Teacher Preparation at New Graduate Schools of Education

Autor/inn/en	Cochran-Smith, Marilyn; Jewett Smith, Reid; Alexander, Jeremy
Titel	Mission, Money, and Membership: An Institutional Perspective on Teacher Preparation at New Graduate Schools of Education
Quelle	In: Education Policy Analysis Archives, 30 (2022) 172, (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Institutional Mission; Schools of Education; Teacher Education Programs; Graduate Students; Graduate Study; Commercialization; Educational Finance; Social Networks; Marketing; Institutional Characteristics; Organizational Change; Partnerships in Education; Case Studies; Tuition; Group Membership; Accreditation (Institutions); Professional Education; Massachusetts (Boston); California (San Diego); District of Columbia; New York (New York) + Suchen Sie Ihr Suchwort? Erziehungswissenschaftliche Fakultät; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Bildungsfonds; Social network; Soziales Netzwerk; Organisationswandel; Hochschulpartnerschaft; Case study; Fallstudie; Case Study; Unterweisung; Unterricht; Gruppenzugehörigkeit; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Berufsausbildung
Abstract	This article explores how teacher education operates within market-organized environments. We argue that the forces of the market have acted "against institutional isomorphism" in teacher education, as evidenced by the emergence of new graduate schools of education (nGSEs), which are a new population of teacher preparation providers. We suggest that nGSEs are animated by logics based on highly-specialized missions, alternative funding models, and membership in powerful networks that set this population apart from others within the organizational field of teacher education. We also argue that there is remarkable variation and diversification "among" nGSEs, which has resulted in highly specialized "teacher preparation niches" that distinguish each nGSE from other members within the same population through mission-specific branding, publicity, and funding, which in turn prompts increased demand for specialized programs. Finally, we suggest that although nGSEs have been shaped in many ways by the forces of the market, most of them are "not completely dominated by market logics." Rather, most combine elements of the logic of markets with elements of other powerful logics, forming "hybrids" that create tensions, some of which are highly productive, prompting rapid organizational evolution, including name changes, reorganizations, and new partnerships. (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: https://epaa.asu.edu/ojs/index.php/epaa
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01