State Educational Agencies in an Uncertain Environment: Understanding State-Provided Networks of English Language Arts Curricular Resources.
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| Title: | State Educational Agencies in an Uncertain Environment: Understanding State-Provided Networks of English Language Arts Curricular Resources. |
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| Alternate Title: | Agencias educativas estatales en un entorno incierto: Comprensión de las redes de recursos curriculares de artes del idioma inglés proporcionadas por el estado. Agências educacionais estaduais em um ambiente incerto: Compreendendo as redes estaduais de recursos curriculares de Artes da Língua Inglesa. |
| Authors: | Salloum, Serena J.1 sjsalloum@bsu.edu, Hodge, Emily M.2 hodgee@montclair.edu, Benko, Susanna L.1 slbenko@bsu.edu |
| Source: | Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas. 8/17/2020, Vol. 28 Issue 117-125, p1-28. 28p. |
| Subject Terms: | *Language arts, *Common Core State Standards, *Teaching aids, Government agencies, Organizational legitimacy |
| Geographic Terms: | Washington (D.C.) |
| Abstract (English): | Rapid adoption of the Common Core State Standards (CCSS), the Race to the Top (RTTT) competition, and backlash around these policies created widespread uncertainty among state educational agencies (SEAs). SEAs may have not had a clear direction about how to support standards implementation in a new context, and therefore, may have looked to their professional networks, their geographic neighbors or other highly regarded SEAs, or other sources for information and resources to guide their decisions about where to send teachers for information about standards. Drawing on institutional theory (Meyer & Rowan, 1977) and isomorphism specifically (DiMaggio & Powell, 1983), we posit that coercive forces (primarily due to RTTT application and CCSS status) as compared to mimetic and normative forces influenced the organizations to which SEAs turn for curriculum materials. Using Multiple Regression Quadratic Assignment Procedure and a data set of over 2,000 stateprovided resources for secondary English Language Arts teachers from all 50 states and Washington, D.C., we indeed found that coercive forces had a relationship with shared organizational ties, demonstrating that RTTT application and CCSS adoption influenced resource provision. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | La rápida adopción de los Common Core State Standards (CCSS), la competencia Race to the Top (RTTT) y la reacción violenta en torno a estas políticas crearon una incertidumbre generalizada entre las agencias educativas estatales (SEA). Las SEA pueden haber buscado en sus redes profesionales, sus vecinos geográficos u otras SEA de gran prestigio, u otras fuentes de información y recursos para guiar sus decisiones sobre dónde enviar a los maestros para obtener información sobre los estándares. Basándonos en la teoría institucional (Meyer & Rowan, 1977) y el isomorfismo específicamente (DiMaggio & Powell, 1983), postulamos que las fuerzas coercitivas (principalmente debidas a la aplicación RTTT y el estado de la CCSS) en comparación con las fuerzas miméticas y normativas influyeron en las organizaciones a las que SEA Busque los materiales del plan de estudios. Usando el Procedimiento de Asignación Cuadrática de Regresión Múltiple y un conjunto de datos de más de 2,000 recursos proporcionados por el estado para maestros de artes del lenguaje inglés de secundaria de los 50 estados y Washington, DC, de hecho encontramos que las fuerzas coercitivas tenían una relación con lazos organizacionales compartidos, lo que demuestra que la aplicación RTTT y la adopción de CCSS influyó en la provisión de recursos. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | A rápida adoção dos Common Core State Standards (CCSS), a competição Race to the Top (RTTT) e a reação em torno dessas políticas criaram uma incerteza generalizada entre as agências educacionais estaduais (SEAs). Os SEAs podem ter olhado para suas redes profissionais, seus vizinhos geográficos ou outros SEAs altamente considerados, ou outras fontes de informações e recursos para orientar suas decisões sobre para onde enviar professores para obter informações sobre os padrões. Baseando-se na teoria institucional (Meyer & Rowan, 1977) e especificamente no isomorfismo (DiMaggio & Powell, 1983), postulamos que as forças coercitivas (principalmente devido à aplicação RTTT e status CCSS) em comparação com as forças miméticas e normativas influenciaram as organizações para as quais os SEAs voltar para materiais curricular es. Usando o Procedimento de Atribuição Quadrática de Regressão Múltipla e um conjunto de dados de mais de 2.000 recursos fornecidos pelo estado para professores secundários de Língua Inglesa de todos os 50 estados e Washington, DC, de fato descobrimos que as forças coercitivas tinham uma relação com laços organizacionais compartilhados, demonstrando que a aplicação RTTT e a adoção do CCSS influenciou a provisão de recursos. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | Rapid adoption of the Common Core State Standards (CCSS), the Race to the Top (RTTT) competition, and backlash around these policies created widespread uncertainty among state educational agencies (SEAs). SEAs may have not had a clear direction about how to support standards implementation in a new context, and therefore, may have looked to their professional networks, their geographic neighbors or other highly regarded SEAs, or other sources for information and resources to guide their decisions about where to send teachers for information about standards. Drawing on institutional theory (Meyer & Rowan, 1977) and isomorphism specifically (DiMaggio & Powell, 1983), we posit that coercive forces (primarily due to RTTT application and CCSS status) as compared to mimetic and normative forces influenced the organizations to which SEAs turn for curriculum materials. Using Multiple Regression Quadratic Assignment Procedure and a data set of over 2,000 stateprovided resources for secondary English Language Arts teachers from all 50 states and Washington, D.C., we indeed found that coercive forces had a relationship with shared organizational ties, demonstrating that RTTT application and CCSS adoption influenced resource provision. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10682341 |
| DOI: | 10.14507/epaa.28.4494 |
