This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Honig, M. I. Search for Related Content Social Bookmarking                         What's this?

Building Policy from Practice: District Central Office Administrators' Roles and Capacity for Implementing Collaborative Education Policy

University of Maryland, College Park

This article defines district central office administrators' roles and capacity to support the implementation of school-community partnerships. Findings come from a strategic case study of central office administrators in Oakland, California (1990-2000). Using concepts from organizational learning theory for the theoretical framework, this study demonstrates that supporting collaboration departs significantly from central office administration-as-usual and highlights conditions and capital that enable central office administrators' new roles.

Key Words: district central office • capacity • collaboration • policy implementation • organizational learning

Educational Administration Quarterly, Vol. 39, No. 3, 292-338 (2003)
DOI: 10.1177/0013161X03253414


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				M. M. Mangin Literacy Coach Role Implementation: How District Context Influences Reform Efforts Educational Administration Quarterly, December 1, 2009; 45(5): 759 - 792. [Abstract] [PDF]

				M. I. Honig No Small Thing: School District Central Office Bureaucracies and the Implementation of New Small Autonomous Schools Initiatives American Educational Research Journal, June 1, 2009; 46(2): 387 - 422. [Abstract] [Full Text] [PDF]

				A. K. Rorrer, L. Skrla, and J. J. Scheurich Districts as Institutional Actors in Educational Reform Educational Administration Quarterly, August 1, 2008; 44(3): 307 - 357. [Abstract] [PDF]

				M. I. Honig and C. Coburn Evidence-Based Decision Making in School District Central Offices: Toward a Policy and Research Agenda Educational Policy, July 1, 2008; 22(4): 578 - 608. [Abstract] [PDF]

				M. I. Honig Street-Level Bureaucracy Revisited: Frontline District Central-Office Administrators as Boundary Spanners in Education Policy Implementation Educational Evaluation and Policy Analysis, January 1, 2006; 28(4): 357 - 383. [Abstract] [PDF]

				M. I. Honig and T. C. Hatch Crafting Coherence: How Schools Strategically Manage Multiple, External Demands Educational Researcher, November 1, 2004; 33(8): 16 - 30. [Abstract] [PDF]

				M. I. Honig Where's the "Up" in Bottom-Up Reform? Educational Policy, September 1, 2004; 18(4): 527 - 561. [Abstract] [PDF]

				M. I. Honig The New Middle Management: Intermediary Organizations in Education Policy Implementation Educational Evaluation and Policy Analysis, January 1, 2004; 26(1): 65 - 87. [Abstract] [PDF]