Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1212
Title: Learning to Practice Data-Driven Instructional Leadership: Confronting Cultural and Historical Contradictions
Authors: Kang, Raymond
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Kang, R. (2014). Learning to Practice Data-Driven Instructional Leadership: Confronting Cultural and Historical Contradictions. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 2. Colorado, CO: International Society of the Learning Sciences, pp. 911-918.
Abstract: Within schools, data-driven practices have served as the centerpiece for educational reform initiatives focused on improving instruction and student learning, but this process has largely remained insufficiently conceptualized. This case study follows an Instructional Leadership Team (ILT) in the Chicago Public Schools (CPS) during the 2012-2013 school year as they enacted the data-driven practice of Instructional Rounds (IR). Taking a Cultural- Historical Activity Theory with Institutional Theory framework (CHAT-IT), a discursive analysis of ILT meetings displays the seeming resolution of manifestations of cultural- historical contradictions within the ILT's enactment of the IR practice. Yet, further analysis of and interviews with individual members troubles these resolutions, particularly when seeing IR as a coercive, mimetic, and normative mechanism. As one of few studies adopting the CHAT-IT framework, this case study supports the fruitful, dialogical understanding of organizational learning as culturally and historically situated activity.
URI: https://doi.dx.org/10.22318/icls2014.911
https://repository.isls.org//handle/1/1212
Appears in Collections:ICLS2014

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