Modalities of Organizational Control and Teachers’ Use of Pupil Data in School-to-School Development in England

• In Event: Socialization and Identity Development in Educational Organizations: Theoretical and Practical Perspectives on Instructional Improvement Efforts

Abstract

This study examines connections among teacher professional identity, teachers’ uses of pupil performance data and modalities of organizational control in relationships between formal pairs of ‘academies’ (i.e., charter schools) in England. Nurturing connections across schools has developed into a prominent feature of policy aimed at broad and sustainable reform in diverse educational systems, and professional interaction around student data is a typical feature of such relationships. Research into the microprocesses involved in school-to-school development in education is limited. Findings from this study offer policymakers and educators analytic frameworks for forecasting why certain organizational configurations work and others founder, despite initial promise. The study contributes to organizational theory by applying a novel theoretical lens to explain the dynamics of interorganizational control.

Author

• David H. Eddy Spicer, Institute of Education - London