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Pandemics and Organizational Dynamics in Schools
Sat, April 23, 11:30am to 1:00pm PDT (11:30am to 1:00pm PDT), Manchester Grand Hyatt, Floor: 3rd Level, Harbor Tower, Mission Beach ABSession Type: Symposium
Abstract
The multiple crises of 2020, including the COVID-19 pandemic, the ensuing economic downturn, climate-related events, and racial injustice, brought significant turbulence to schools across the U.S. Yet, research on organizational dimensions of schools has yet to examine the ways in which crises or disruptions influence the work of educators and the overall operations of schools. This panel extends this conversation by drawing on organizational and other related theories to understand how the work of schools is—or is not—shaped by the crises of 2020. By employing different theories and examining different actors in school systems, our panel explores schools as an interesting case for understanding organizational crisis and resilience, and the extent to which schools change as a result.
Sub Unit
Chair
Papers
School Hybrid Configurations During COVID-19: Implications for Teachers' Work - Lora Bartlett, University of California - Santa Cruz; Riley Collins, University of California - Santa Cruz
How District Leaders of Color Apply Learning From an Affinity Group to Design Equitable Schools - Travis J. Bristol, University of California - Berkeley; Rebecca Cheung, University of California - Berkeley
COVID-19, Organizational Social Capital, and Organizational Resiliency in Schools - Jennifer Jellison Holme, University of Texas at Austin; Huriya Jabbar, University of Southern California; Sarah De La Garza, University of Texas - San Antonio; Katelin G. Trautmann, University of Texas at Austin; Janet Solis Rodriguez, University of Texas at Austin
Feeling the Chaos: The Role of Emotions in Sense-Making at the District Level - Kate Kennedy, RAND Corporation; Julie A. Marsh, University of Southern California
Unprecedented and Unmasked: District Framing of Special Education During the COVID Crisis - Sarah L. Woulfin, University of Texas at Austin; Britney L. Jones, Trinity College