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Educational Research for Policy and Practice
Published in: Educational Research for Policy and Practice 3/2016

31-03-2016 | Original Article

Vehicles of Logics: The role of policy documents and instructional materials in reform

Author: Sarah L. Woulfin

Published in: Educational Research for Policy and Practice | Issue 3/2016

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Abstract

To understand the complexities of education policy implementation, it is necessary to consider how artifacts associated with reform are imbued with ideas, meanings, and values. This empirical paper draws on neo-institutional theory to reveal how artifacts carried particular logics (D’Adderio in J Inst Econ 7(2):197–230, 2011; Feldman and Pentland in Adm Sci Q 48:94–118, 2003; Pentland & Feldman in Ind Corporate Change 14(5):793–815, 2005; in: Scott, Institutions and organizations, Sage Publications, Thousand Oaks, 2001). This paper argues that two types of artifacts, policy documents, and instructional materials, carried logics of reading instruction, thereby playing a role in the implementation of this reform. This paper draws on qualitative data collected over a 13-month period in order to advance our understanding of the relationship between institutional logics, policy, and practice. The findings from this paper have implications for district and school reform, as well as for policymakers and non-system actors.
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Footnotes
1
Scott (2008) defines institutions as “multifaceted, durable social structures made up of symbolic elements, social activities, and material resources” (p. 48).
 
2
A pseudonym for the district’s name.
 
3
Lincoln Unified is a pseudonym to maintain the confidentiality of the district.
 
4
Accountability First leaned on principles from the accountability movement but was also influenced by structures and practices from Reading First policy.
 
5
This logic’s name was derived from actors’ exhortations that children needed to “Just Read” high interest books in order to develop proficiency.
 
6
This district was dealing with serious issues regarding an achievement gap for poor and minority students, particularly in middle and high school.
 
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Metadata
Title
Vehicles of Logics: The role of policy documents and instructional materials in reform
Author
Sarah L. Woulfin
Publication date
31-03-2016
Publisher
Springer Netherlands
Published in
Educational Research for Policy and Practice / Issue 3/2016
Print ISSN: 1570-2081
Electronic ISSN: 1573-1723
DOI
https://doi.org/10.1007/s10671-016-9193-8

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