Address how the scholarship considered generally informs the work of education researchers, practitioners, advocates, or policymakers.

Education memo

Address how the scholarship considered generally informs the work of education researchers, practitioners, advocates, or policymakers.

Discuss how the scholarship considered connects or contradicts with aspects of a school, district, state, or country with which you are familiar.

Memos will be assigned a score based on four factors:

the degree to which they (1) provide a thoughtful summary of the session’s key concepts; (2) present a well-organized and cogent argument; and (3) adhere to the parameters described in the syllabus and to academic writing conventions.

Understand all the FIVE readings:

1. Meyer, J., & Rowan, B. (2003). The structure of educational organizations. In J. H. Ballantine & J. Z. Spade (Eds.), Schools and Society: A Sociological Approach to Education. Second Edition (pp. 201-212). Canada: Wadsworth Publishing.

2. DiMaggio, P. & Powell, W. (1983). The Iron Cage revisited: Institutional isomorphism and collective rationality in organizational fields. American Sociological Review, 48(2), 147- 160.

3. Hallett, T. (2010). The myth incarnate: Recoupling processes, turmoil, and inhabited institutions in an urban elementary school. American Sociological Review, 75(1), 52- 74.

4. Russell, J. (2011). From child’s garden to academic press: The role of shifting institutional logics in redefining kindergarten education. American Educational Research Journal, 48(2), 236- 267.

5. Yurkofsky, M. (2020). Technical ceremonies: Rationalization, opacity, and the restructuring of educational organizations. Harvard Educational Review, 90(3), 446-473.

 

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