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A Co-Construction Perspective on Organizational Change and Educational Reform

by Hugh Mehan, Lea Hubbard & Amanda Datnow - 2010

This chapter explains and expands on the co-construction perspective using examples from studies the authors have conducted on educational reform. They begin by contrasting the technical-rational and co-construction perspectives on school reform. They then describe how their formulation of co-construction takes into account issues of power and authority. The authors then elaborate on the perspective by presenting different cases of co-construction of reforms by actors at different levels of the educational system.

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This article originally appeared as NSSE Yearbook Vol 109. No. 1.

Cite This Article as: Teachers College Record Volume 112 Number 13, 2010, p. 98-112
https://www.tcrecord.org ID Number: 18404, Date Accessed: 8/3/2021 8:15:33 PM

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About the Author
  • Hugh Mehan
    University of California, San Diego
    HUGH MEHAN is professor of sociology and director of the Center for Research on Educational Equity, Access and Teaching Excellence (CREATE) at UC San Diego, appointments that link his commitments to research and practice. He has studied classroom organization, educational testing, and tracking and detracking. Recent publications include Reform as Learning (with Mary Kay Stein and Lea Hubbard), “Engaging the Sociological Imagination” (2008 Anthropology and Education Quarterly), and “A Sociological Perspective on Opportunity to Learn and Assessment” (2009).
  • Lea Hubbard
    University of San Diego
    E-mail Author
    LEA HUBBARD is a professor in the School of Leadership and Education Sciences at the University of San Diego. Her work focuses on educational reform and district leadership as well as educational inequities as they exist across ethnicity, class, and gender. Her recent publications include Reform as Learning: When School Reform Collided With School Culture and Community Politics in San Diego (2006, Routledge, with Hugh Mehan and Mary Kay Stein), “Charter Schools: Learning From the Past, Planning for the Future” (2009, Journal of Educational Change with Rucheeta Kulkarni), and “Research to Practice: The Case of Boston Public Schools, Education Matters and Boston Plan for Excellence” (2010, Rowman and Littlefield).
  • Amanda Datnow
    University of California, San Diego
    E-mail Author
    AMANDA DATNOW is professor and director of the education studies program at the University of California, San Diego. Her research focuses on the politics and policies of school reform, particularly with regard to the professional lives of educators and issues of equity. Her recent publications include “Co-constructing Distributed Leadership: District and School Connections in Data-Driven Decision Making” (School Leadership and Management, 2009) and “Conceptualizing Policy Implementation: Large-Scale Reform in an Era of Complexity” (AERA Handbook on Education Policy Research, 2009).
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