working at the current school was 9.2 years. The sampled teachers’ relatively longer and stable working experiences in the current schools allowed us to estimate effects through teachers’ enduring relations across years. We selected five of the 11 schools in our sample for more focused case studies: Pasteur, Dickerson, Sage, Crosswinds, and Forest (all of schools are pseudonyms). In each of the case study schools, we interviewed principals and a sample of teachers. We used social network data collected as part of an earlier wave of survey data to select teachers to interview, taking care to select representatives from different informal subgroups (determined using the algorithm described below). We selected roughly one teacher per subgroup. Dependent Variable: Skills-based Instruction in 2008. Our dependent variable is the extent to which teachers adopted instruction” in their reading instruction in “skills-based 2008. We asked teachers to indicate on a five point scale (1= never;” 2= or 2 “almost “1 times a month;” 3= or 2 times a week;” 4= almost every day, and 5= or more “1 “one times a day”), how often they: stories or other imaginative texts”, “Read “Practice dictation (teacher reads and students write down words) about something the students are interested in”, context and pictures to read words”, sounds to make words “Use “Blend or segment the sounds in words”, or sound out syllables of words”, and “Clap “Drill practice sight words, e.g. as part of a competition”, phonics-based or letter-sound “Use relationships to read words in sentences”, sentence meaning and structure to read “Use words”, and letter-sound associations.” We took the mean of the nine items to “Practice form one composite variable (α=0.90). Focal Independent Variables
working at the current school was 9.2 years. The sampled teachers’ relatively longer and stable working experiences in the current schools allowed us to estimate effects through teachers’ enduring relations across years. We selected five of the 11 schools in our sample for more focused case studies: Pasteur, Dickerson, Sage, Crosswinds, and Forest (all of schools are pseudonyms). In each of the case study schools, we interviewed principals and a sample of teachers. We used social network data collected as part of an earlier wave of survey data to select teachers to interview, taking care to select representatives from different informal subgroups (determined using the algorithm described below). We selected roughly one teacher per subgroup. Dependent Variable: Skills-based Instruction in 2008. Our dependent variable is the extent to which teachers adopted “skills-based instruction” in their reading instruction in 2008. We asked teachers to indicate on a five point scale (1= “almost never;” 2= “1 or 2 times a month;” 3= “1 or 2 times a week;” 4= almost every day, and 5= “one or more times a day”), how often they: “Read stories or other imaginative texts”, “Practice dictation (teacher reads and students write down words) about something the students are interested in”, “Use context and pictures to read words”, “Blend sounds to make words or segment the sounds in words”, “Clap or sound out syllables of words”, “Drill and practice sight words, e.g. as part of a competition”, “Use phonics-based or letter-sound relationships to read words in sentences”, “Use sentence meaning and structure to read words”, and “Practice letter-sound associations.” We took the mean of the nine items to form one composite variable (α=0.90). Focal Independent Variables
The%20Organization%20as%20a%20Filter%20of%20Institutional%20Diffusion%20unBLINDED.docx