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Crafting Coherence: How Schools Strategically Manage Multiple, External Demands

https://doi.org/10.3102/0013189x033008016
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Organizational Learning

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The backstage of schooling: Aspirational engagement with private tutoring in the Seoul Capital Area
inferred← citeshttps://doi.org/10.1016/j.profnurs.2017.12.005openalex-snapshot
The challenges and opportunities in leading a multi-campus university
inferred← citeshttps://doi.org/10.1016/j.sel.2025.100165openalex-snapshot
Using statewide policy to promote student and adult social-emotional competencies: Implementation evaluation of the Learning Renewal—Social Emotional Learning initiative
inferred← citeshttps://doi.org/10.1016/j.socscimed.2024.117092openalex-snapshot
Prevention of, and response to, sexual harassment at secondary school: A system map
inferred← citeshttps://doi.org/10.1016/j.stueduc.2018.07.007openalex-snapshot
Why principals often give overly high ratings on teacher evaluations
inferred← citeshttps://doi.org/10.1016/j.stueduc.2020.100866openalex-snapshot
Implementation of a collaborative data use model in a United States context
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Struggling with workload: Primary teachers’ experience of intensification
inferred← citeshttps://doi.org/10.1016/j.tate.2021.103277openalex-snapshot
Special development: The nature, content, and structure of special education teachers’ professional learning opportunities
inferred← citeshttps://doi.org/10.1016/j.tate.2022.103694openalex-snapshot
University-based literacy coaches as outsiders to the rural school context
inferred← citeshttps://doi.org/10.1016/j.tate.2025.105288openalex-snapshot
Toward an equitable implementation of the science of reading: K-5 teachers' sensemaking and support needs
inferred← citeshttps://doi.org/10.1017/9781108888295.035openalex-snapshot
Moving Learning Sciences Research into the Classroom
inferred← citeshttps://doi.org/10.1017/9781108888295.039openalex-snapshot
Learning Sciences and Policy
inferred← citeshttps://doi.org/10.1017/cbo9781139519526.039openalex-snapshot
Learning Sciences and Policy Design and Implementation
inferred← citeshttps://doi.org/10.1037/e647032010-001openalex-snapshot
Improving School Leadership: The Promise of Cohesive Leadership Systems
inferred← citeshttps://doi.org/10.1057/9781137023032_5openalex-snapshot
Promoting High Quality Teaching Practices in Higher Education: Lessons Learned from the USA
inferred← citeshttps://doi.org/10.1080/00131725.2017.1280756openalex-snapshot
Orienting Schools toward Equity: Subgroup Accountability Pressure and School-Level Responses.
inferred← citeshttps://doi.org/10.1080/00131725.2020.1772427openalex-snapshot
Conceptions of Equity in Common Core Policy Messages in a Metropolitan District
inferred← citeshttps://doi.org/10.1080/00131881.2021.1983452openalex-snapshot
How contextual factors influence teachers’ pedagogical practices
inferred← citeshttps://doi.org/10.1080/00131911.2021.1916441openalex-snapshot
Instructional reform and multiple institutional logics: insights from executive leadership in English Multi-Academy Trusts
inferred← citeshttps://doi.org/10.1080/00220272.2015.1124145openalex-snapshot
Coherent teacher education programmes: taking a student perspective
inferred← citeshttps://doi.org/10.1080/00220272.2023.2234006openalex-snapshot
School principals as translators – examining Swedish school principals’ translations of the standards-based curriculum
inferred← citeshttps://doi.org/10.1080/00220272.2024.2392600openalex-snapshot
Conducting research on teacher professional development in partnership with educators: promises, tensions and opportunities
inferred← citeshttps://doi.org/10.1080/00313831.2017.1402367openalex-snapshot
Shared Sense-making in Curriculum Reform: Orchestrating the Local Curriculum Work
inferred← citeshttps://doi.org/10.1080/00933104.2014.966876openalex-snapshot
Contested Spaces of a “Failing” Elementary School
inferred← citeshttps://doi.org/10.1080/01619560902973563openalex-snapshot
A New Politics of the Principalship? Accountability-Driven Change in New York City
inferred← citeshttps://doi.org/10.1080/0161956x.2013.752637openalex-snapshot
Micropolitics and Rural School Consolidation: The Quest for Equal Educational Opportunity in Webster Parish
inferred← citeshttps://doi.org/10.1080/0161956x.2017.1368654openalex-snapshot
COMPASS-AIM: A University/P–12 Partnership Innovation for Continuous Improvement
inferred← citeshttps://doi.org/10.1080/0161956x.2019.1598108openalex-snapshot
The Ecology of Educational Equity: Implications for Policy
inferred← citeshttps://doi.org/10.1080/0161956x.2020.1800172openalex-snapshot
Analyzing Instructionally Focused Education Systems: Exploring the Coordinated Use of Complementary Frameworks
inferred← citeshttps://doi.org/10.1080/0161956x.2025.2444839openalex-snapshot
Catalyzing Scientific-Professional Learning Communities: A Framework for Conceptualizing the Health and Development of Educational Improvement Networks *
inferred← citeshttps://doi.org/10.1080/0161956x.2025.2444843openalex-snapshot
Bringing Scientific-Professional Learning Communities into Practice: Exploring Variation in Educational Improvement Network Health and Development
inferred← citeshttps://doi.org/10.1080/02619768.2020.1728741openalex-snapshot
Under pressure? Primary school teachers’ perceptions of their pedagogical practices
inferred← citeshttps://doi.org/10.1080/02671522.2014.880939openalex-snapshot
Enacting principal leadership: exploiting situated possibilities to build school capacity for change
inferred← citeshttps://doi.org/10.1080/02680939.2014.999827openalex-snapshot
Teacher evaluation reform implementation and labor relations
inferred← citeshttps://doi.org/10.1080/02680939.2023.2190166openalex-snapshot
The networked role of intermediaries in education governance and public-private partnership
inferred← citeshttps://doi.org/10.1080/03054985.2010.545192openalex-snapshot
The lucid loneliness of the gatekeeper: exploring the emotional dimension in principals’ work lives
inferred← citeshttps://doi.org/10.1080/03323315.2024.2424250openalex-snapshot
Enacting anti-bullying procedures in dynamic school environments: insights from primary school principals in the Republic of Ireland
inferred← citeshttps://doi.org/10.1080/07481187.2025.2568014openalex-snapshot
Bereavement policies and plans in education: Evidence, barriers, and recommendations
inferred← citeshttps://doi.org/10.1080/09243453.2020.1749087openalex-snapshot
Testing the predictive power of an instrument titled “Orientation to School Renewal”
inferred← citeshttps://doi.org/10.1080/09243453.2021.2011750openalex-snapshot
Streamlining your school: understanding the relationship between instructional program coherence and school performance
inferred← citeshttps://doi.org/10.1080/09500693.2023.2267747openalex-snapshot
Professional development of science teachers in Latin America: a systematic review
inferred← citeshttps://doi.org/10.1080/09585176.2019.1607512openalex-snapshot
Curriculum coherence as perceived by district‐level stakeholders in large‐scale national curriculum reform in Finland
inferred← citeshttps://doi.org/10.1080/10474410903535364openalex-snapshot
Establishing a Collaborative School Culture Through Comprehensive School Reform
inferred← citeshttps://doi.org/10.1080/10611932.2017.1331010openalex-snapshot
School Autonomy: A Comparison between China and the United States
inferred← citeshttps://doi.org/10.1080/10665684.2016.1144831openalex-snapshot
The Structure and Substance of Teachers’ Opportunities to Learn about Teacher Evaluation Reform: Promise or Pitfall for Equity?
inferred← citeshttps://doi.org/10.1080/10824669.2021.1981907openalex-snapshot
Building Coherence through Whole School Reform: The Case of the AVID Elementary Program
inferred← citeshttps://doi.org/10.1080/10986065.2025.2579005openalex-snapshot
Designing for systemic coherence: a framework for supporting instructional improvement in mathematics education
inferred← citeshttps://doi.org/10.1080/13504622.2017.1396289openalex-snapshot
Understanding teacher instructional change: the case of integrating NGSS and stewardship in professional development
inferred← citeshttps://doi.org/10.1080/13540602.2017.1421164openalex-snapshot
High-stakes teacher evaluation policy: US principals’ perspectives and variations in practice
inferred← citeshttps://doi.org/10.1080/13540602.2025.2582192openalex-snapshot
Equity, inclusion, and UDL: examining teacher educators’ experiences, understandings, and pedagogy through poetic representations
inferred← citeshttps://doi.org/10.1080/13562517.2021.1931838openalex-snapshot
Consistency in study programme planning and the complexity of curriculum logics
inferred← citeshttps://doi.org/10.1080/13603124.2018.1450996openalex-snapshot
School principals’ sense-making of their leadership role during reform implementation
inferred← citeshttps://doi.org/10.1080/13603124.2020.1770864openalex-snapshot
Principals’ voices pertaining to shared sense-making processes within a generally-outlined pedagogical reform implementation
inferred← citeshttps://doi.org/10.1080/13603124.2026.2703958openalex-snapshot
Making visible the cognitive dimension of instructional program coherence: a two-study investigation using scale validation and structural equation modeling
inferred← citeshttps://doi.org/10.1080/13632434.2013.813459openalex-snapshot
Implementing a new senior secondary curriculum in Hong Kong: instructional leadership practices and qualities of school principals
inferred← citeshttps://doi.org/10.1080/13632434.2016.1209179openalex-snapshot
Leading a school through change – principals’ hands-on leadership strategies in school reform
inferred← citeshttps://doi.org/10.1080/13632434.2016.1209182openalex-snapshot
School principals as mediating agents in education reforms
inferred← citeshttps://doi.org/10.1080/13632434.2023.2171006openalex-snapshot
Managing up, down, and outwards: principals as boundary spanners during the COVID-19 crisis
inferred← citeshttps://doi.org/10.1080/15476880600974842openalex-snapshot
Improving Schools in Turbulent Times
inferred← citeshttps://doi.org/10.1080/15700760600805832openalex-snapshot
Does Systemic Change Work? Curricular and Instructional Practice in the Context of Systemic Change
inferred← citeshttps://doi.org/10.1080/15700760601091275openalex-snapshot
Distributed Leadership as Work Redesign: Retrofitting the Job Characteristics Model
inferred← citeshttps://doi.org/10.1080/15700760802416081openalex-snapshot
No Child Left Behind and the Quest for Educational Equity: The Role of Teachers' Collective Sense of Efficacy
inferred← citeshttps://doi.org/10.1080/15700761003731518openalex-snapshot
How Do States Influence Leadership in Small Districts?
inferred← citeshttps://doi.org/10.1080/15700763.2011.585538openalex-snapshot
Enacting and Justifying Local Reforms: Implications for Understanding Change in Educational Organizations
inferred← citeshttps://doi.org/10.1080/15700763.2016.1232835openalex-snapshot
Profiles of Merit Pay Provisions in Ohio School Districts
inferred← citeshttps://doi.org/10.1080/15700763.2017.1326143openalex-snapshot
Teacher Evaluation Policy Tools: Principals’ Selective Use in Instructional Leadership
inferred← citeshttps://doi.org/10.1080/15700763.2017.1384500openalex-snapshot
Drivers for Change: A Study of Distributed Leadership and Performance Adaptation During Policy Innovation Implementation
inferred← citeshttps://doi.org/10.1080/15700763.2018.1453936openalex-snapshot
Fitting In to Stand Out: How Teachers at Small, Urban “Specialty Schools” Experience Extra-Organizational Influence
inferred← citeshttps://doi.org/10.1080/15700763.2018.1496344openalex-snapshot
How Principals of Successful Schools Enact Education Policy: Perceptions and Accounts From Senior and Middle Leaders
inferred← citeshttps://doi.org/10.1080/15700763.2019.1696370openalex-snapshot
Shared Sense-Making Processes within a National Reform Implementation: Principals’ Voices
inferred← citeshttps://doi.org/10.1080/15700763.2020.1854789openalex-snapshot
Identifying a Typology of New York City Schools Through Teacher Perceptions of Organizational Capacity: A Latent Class Analysis
inferred← citeshttps://doi.org/10.1080/15700763.2021.1917623openalex-snapshot
Collaboration in Times of Crisis: Leading UK Schools in the Early Stages of a Pandemic
inferred← citeshttps://doi.org/10.1080/15700763.2021.2022164openalex-snapshot
Instructional Program Coherence, Teacher Intent to Leave, and the Mediating Role of Teacher Psychological Needs
inferred← citeshttps://doi.org/10.1080/15700763.2022.2052907openalex-snapshot
Inclusive Leadership in Times of COVID-19 Crisis: The Role of District and School Leaders in Fostering School Sense-Making Processes within a National Inclusion and Integration Reform
inferred← citeshttps://doi.org/10.1080/15700763.2022.2160989openalex-snapshot
What’s Yours and What’s Mine: Rural Education Governance
inferred← citeshttps://doi.org/10.1080/15700763.2023.2189935openalex-snapshot
Schoolyard Quality and Opportunities for Well-Being at School: A Citizen-Science Approach to System-Wide Measurement for Equity
inferred← citeshttps://doi.org/10.1080/15700763.2025.2503750openalex-snapshot
Governing by Award: Chinese School Leaders' Experience and Strategies of Winning
inferred← citeshttps://doi.org/10.1080/19345747.2023.2269923openalex-snapshot
Effective School District Policies and Practices: Synthesizing Theoretical Frameworks and Empirical Findings across Disciplines
inferred← citeshttps://doi.org/10.1080/19415257.2023.2229344openalex-snapshot
Centring Teacher Voices in School-Wide Improvement: Possibilities and Challenges of Introducing Change in Complex Systems
inferred← citeshttps://doi.org/10.1080/20020317.2024.2419472openalex-snapshot
An ambiguous aspiration: school actors making sense of educational innovation policy
inferred← citeshttps://doi.org/10.1080/21548455.2015.1093670openalex-snapshot
Understanding youth STEM interest pathways within a single community: theSynergiesproject
inferred← citeshttps://doi.org/10.1086/589315openalex-snapshot
Architectures for Learning: A Comparative Analysis of Two Urban School Districts
inferred← citeshttps://doi.org/10.1086/649492openalex-snapshot
How Principals “Bridge and Buffer” the New Demands of Teacher Quality and Accountability: A Mixed‐Methods Analysis of Teacher Hiring
inferred← citeshttps://doi.org/10.1086/657655openalex-snapshot
The Role of Instructional Program Coherence in Beginning Elementary Teachers' Induction Experiences
inferred← citeshttps://doi.org/10.1086/702733openalex-snapshot
Solving Real-Life Problems of Practice and Education Leaders’ School Improvement Mind-Set
inferred← citeshttps://doi.org/10.1086/708266openalex-snapshot
Beyond Funding: How Organizational Resources Support Science Professional Learning
inferred← citeshttps://doi.org/10.1086/713827openalex-snapshot
Muddy Waters: The Micropolitics of Instructional Coaches’ Work in Evaluation
inferred← citeshttps://doi.org/10.1086/720540openalex-snapshot
Common Purposes: Defining the Reform Capabilities Created by Private Foundations through Strategic Giving in Support of the Common Core State Standards
inferred← citeshttps://doi.org/10.1086/720563openalex-snapshot
When School Doesn’t Start at Age 5
inferred← citeshttps://doi.org/10.1086/730993openalex-snapshot
Implementing along a Continuum: Comparing the Embedded Agency of Leaders and the Coupling Orientation of Educational Systems
inferred← citeshttps://doi.org/10.1086/736601openalex-snapshot
It’s about Time
inferred← citeshttps://doi.org/10.1086/738772openalex-snapshot
A Relational Perspective on Instructional System Coherence: Introducing New Approaches from Network Analysis
inferred← citeshttps://doi.org/10.1093/9780197833049.001.0001openalex-snapshot
Just talk to us normally
inferred← citeshttps://doi.org/10.1093/9780197833049.002.0004openalex-snapshot
Dedication
inferred← citeshttps://doi.org/10.1093/9780197833049.002.0005openalex-snapshot
Epigraph
inferred← citeshttps://doi.org/10.1093/9780197833049.003.0001openalex-snapshot
Introduction
inferred← citeshttps://doi.org/10.1093/9780197833049.003.0002openalex-snapshot
Chapter One
inferred← citeshttps://doi.org/10.1093/9780197833049.003.0003openalex-snapshot
Chapter Two
inferred← citeshttps://doi.org/10.1093/9780197833049.003.0004openalex-snapshot
Chapter Three
inferred← citeshttps://doi.org/10.1093/9780197833049.003.0005openalex-snapshot
Chapter Four
inferred← citeshttps://doi.org/10.1093/9780197833049.003.0006openalex-snapshot
Conclusion
inferred← citeshttps://doi.org/10.1093/9780197833049.003.0009openalex-snapshot
Notes
inferred← citeshttps://doi.org/10.1093/9780197833049.005.0001openalex-snapshot
Methodological Appendix
inferred← citeshttps://doi.org/10.1093/obo/9780199756810-0063openalex-snapshot
Policy
inferred← citeshttps://doi.org/10.1103/physrevstper.3.020109openalex-snapshot
Physics faculty beliefs and values about the teaching and learning of problem solving. I. Mapping the common core
inferred← citeshttps://doi.org/10.1108/09578231011041062openalex-snapshot
Relationships in reform: the role of teachers' social networks
inferred← citeshttps://doi.org/10.1108/09578231211249853openalex-snapshot
External mandates and instructional leadership: school leaders as mediating agents
inferred← citeshttps://doi.org/10.1108/09578231211249871openalex-snapshot
Bridging accountability obligations, professional values and (perceived) student needs with integrity
inferred← citeshttps://doi.org/10.1108/09578231311325668openalex-snapshot
Systemwide reform in districts under pressure
inferred← citeshttps://doi.org/10.1108/978-1-60752-623-020251012openalex-snapshot
References
inferred← citeshttps://doi.org/10.1108/978-1-61735-226-320251017openalex-snapshot
School Leadership for Science Education
inferred← citeshttps://doi.org/10.1108/978-1-61735-929-320251002openalex-snapshot
Instructional Capacity and Student Achievement
inferred← citeshttps://doi.org/10.1108/978-1-62396-384-220251011openalex-snapshot
Not Just Accountability
inferred← citeshttps://doi.org/10.1108/978-1-64113-345-620251016openalex-snapshot
the Paradox of Improvement
inferred← citeshttps://doi.org/10.1108/978-1-64113-875-820251011openalex-snapshot
Where’s the Playbook?
inferred← citeshttps://doi.org/10.1108/978-1-64802-473-320251006openalex-snapshot
Coherence
inferred← citeshttps://doi.org/10.1108/978-1-68123-889-020251009openalex-snapshot
Everything But the Kitchen Sink
inferred← citeshttps://doi.org/10.1108/978-1-80071-130-320211006openalex-snapshot
Leading School Districts for Improved Student Success
inferred← citeshttps://doi.org/10.1108/978-1-80382-481-920231006openalex-snapshot
The Roles of Educational Leaders in the Policy Process
inferred← citeshttps://doi.org/10.1108/book-979-8-88730-372-720251006openalex-snapshot
Leveraging Collaborative Teacher Leadership for Equitable School Transformation
inferred← citeshttps://doi.org/10.1108/book-979-8-88730-372-720251022openalex-snapshot
Constructing A Good Fit
inferred← citeshttps://doi.org/10.1108/ijem-07-2017-0185openalex-snapshot
School leaders’ relational and management work orientation
inferred← citeshttps://doi.org/10.1108/ijem-07-2018-0201openalex-snapshot
School competition in Hong Kong: a battle of lifting school academic performance?
inferred← citeshttps://doi.org/10.1108/jea-01-2016-0014openalex-snapshot
Leaving fingerprints: principals’ considerations while implementing education reforms
inferred← citeshttps://doi.org/10.1108/jea-01-2018-0002openalex-snapshot
Got theory?: Reconceptualizing the nature of the theory-practice gap in K-12 educational leadership
inferred← citeshttps://doi.org/10.1108/jea-02-2014-0031openalex-snapshot
The networked principal
inferred← citeshttps://doi.org/10.1108/jea-04-2017-0035openalex-snapshot
Investigating teachers’ and school principals’ enactments of national testing policies
inferred← citeshttps://doi.org/10.1108/jea-04-2018-0076openalex-snapshot
Principal support of student psychological needs and a functional instructional core
inferred← citeshttps://doi.org/10.1108/jea-05-2016-0045openalex-snapshot
Principal support for student psychological needs
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