A Cognitive Perspective on Policy Implementation: Reform Beliefs, Sensemaking, and Social Networks

被引:53
作者
Siciliano, Michael D. [1 ]
Moolenaar, Nienke M. [2 ]
Daly, Alan J. [3 ]
Liou, Yi-Hwa [4 ]
机构
[1] Univ Illinois, Publ Adm, Chicago, IL 60607 USA
[2] Univ Utrecht, Dept Educ, Utrecht, Netherlands
[3] Univ Calif San Diego, Dept Educ Studies, San Diego, CA 92103 USA
[4] Natl Taipei Univ Educ, Dept Educ Management, Taipei, Taiwan
关键词
STREET-LEVEL BUREAUCRATS; CORE STATE STANDARDS; SCHOOL IMPROVEMENT; EFFICACY; TIES; ORGANIZATIONS; CENTRALITY; INNOVATION; ATTITUDES; POWER;
D O I
10.1111/puar.12797
中图分类号
C93 [管理学]; D035 [国家行政管理]; D523 [行政管理]; D63 [国家行政管理];
学科分类号
12 ; 1201 ; 1202 ; 120202 ; 1204 ; 120401 ;
摘要
Utilizing a cognitive perspective, this article examines the social processes through which teachers come to understand the Common Core State Standards. The authors begin by identifying three beliefs that have important implications for policy implementation: self-efficacy, resource adequacy, and value for clients. They measure those beliefs and the Common Core discussion networks that emerge among teachers at three points in time. Through the use of SIENA models, the authors explore how networks and beliefs coevolve within schools. Unlike prior research on social networks, which consistently finds strong homophilous tendencies, this research finds no evidence that teachers seek out coworkers who hold similar beliefs. Rather, teachers relied on preexisting formal and informal relationships to guide interactions. Those interactions were characterized by social influence, whereby a teacher's own beliefs adapted toward the beliefs held by the members of their social network. The findings offer a novel perspective on the complex dynamic that occurs within organizations as new policies are unveiled and employees interact with one another to understand the changes those policies entail.
引用
收藏
页码:889 / 901
页数:13
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