Fitting In to Stand Out: How Teachers at Small, Urban “Specialty Schools” Experience Extra-Organizational Influence

Jeff Walls, Sara Kemper

Research output: Contribution to journalArticlepeer-review

Abstract

In an era of increased attention to academic achievement gaps, expanding educational options has emerged as one approach to meeting the diverse learning needs of urban youth. This multiple-case study uses teacher interviews to investigate the role of extra-organizational factors (e.g., district- or state-level mandates) in shaping teachers’ work in small public “specialty” schools. We find that teachers feel their work is enabled by smallness and autonomy but constrained by counterproductive policies. The ability of school personnel to obtain and leverage power shaped their success in navigating their institutional milieu. We close with implications for educational leaders and researchers.

Original languageEnglish (US)
Pages (from-to)1-27
Number of pages27
JournalLeadership and Policy in Schools
DOIs
StateAccepted/In press - May 13 2018

Bibliographical note

Publisher Copyright:
© 2018 Taylor & Francis

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