Deploying Routines Theory to Understand the Nature of Feedback Conversations

• In Event: 26.065 - Organizational Theory in/and Education

Abstract

The purpose of this conceptual paper is to reveal the utility of routines theory for expanding our understanding of the role of observation tools in structuring administrator-teacher feedback conversations. To do so, we discuss several affordances of routines theory in analyzing and investigating feedback practices within the context of evaluation policy. The strengths of the theoretical lens includes attention to work practices and artifacts as well as linkages to existing research on structure-agency. We also propose a line of case study research exploring how contrasting tools for observation shape post-observation conversations and feedback routines.

Authors

• Sarah L. Woulfin, University of Connecticut

• Rachael Gabriel, University of Connecticut