Building Policy from Practice: District Central Office Administrators' Roles and Capacity for Implementing Collaborative Education Policy

Meredith I. Honig

175 citations0/0 files storedEducational Administration Quarterly

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Educational Leadership and Practices Teacher Education and Leadership Studies Parental Involvement in Education

Abstract

This article defines district central office administrators' roles and capacity to support the implementation of school-community partnerships. Findings come from a strategic case study of central office administrators in Oakland, California (1990-2000). Using concepts from organizational learning theory for the theoretical framework, this study demonstrates that supporting collaboration departs significantly from central office administration-as-usual and highlights conditions and capital that enable central office administrators' new roles.

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1984Case Study Research: Design and Methods 1994Qualitative Data Analysis: An Expanded Sourcebook 1990Absorptive Capacity: A New Perspective on Learning and Innovation 1992Basics of Qualitative Research: Grounded Theory Procedures and Techniques.1999Communities of practice learning, meaning, and identity 1998Communities of Practice 1996Sensemaking in Organizations 1991Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation

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2011Levels of Leadership 2014Rewriting the Rules of Engagement: Elaborating a Model of District-Community Collaboration 2009Linking Parent and Community Involvement with Student Achievement: Comparing Principal and Teacher Perceptions of Stakeholder Influence 2017School District Educational Infrastructure and Change at Scale: Teacher Peer Interactions and Their Beliefs About Mathematics Instruction 2016Absorptive capacity: A conceptual framework for understanding district central office learning

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