Crafting Coherence: How Schools Strategically Manage Multiple, External Demands

Autor/inn/en	Honig, Meredith I.; Hatch, Thomas C.
Titel	Crafting Coherence: How Schools Strategically Manage Multiple, External Demands
Quelle	In: Educational Researcher, 33 (2004) 8, S.16-30 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
Schlagwörter	Educational Policy; Rhetoric; Educational Change; School Administration; Goal Orientation; Strategic Planning; School Districts; School Support + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Rhetorik; Bildungsreform; Zielorientierung; Zielvorstellung; Strategy; Planning; Strategie; Planung; School district; Schulbezirk; Schulförderverein
Abstract	"Policy coherence" is an often cited but seldom achieved education policy goal. We argue that addressing this policy-practice gap requires a reconceptualization of coherence not as the objective alignment of external requirements but as a dynamic process. This article elaborates this re-conceptualization using theories of institutional and organizational change and empirical illustrations from literature on school reform and education policy implementation. We define coherence as a process, which involves schools and school district central offices working together to craft or continually negotiate the fit between external demands and schools' own goals and strategies. Crafting coherence includes: schools setting school-wide goals and strategies that have particular features; schools using those goals and strategies to decide whether to bridge themselves to or buffer themselves from external demands; and school district central offices supporting these school-level processes. This definition suggests new directions for policy research and practice. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10