What makes organizations so similar? We contend that the engine of rationalization and bureaucratization has moved from the competitive marketplace to the state and the professions. Once a set of organizations emerges as a field, a paradox arises: rational actors make their organizations increasingly similar as they try to change them. We describe three isomorphic processes-coercive, mimetic, and normative—leading to this outcome. We then specify hypotheses about the impact of resource centralization and dependency, goal ambiguity and technical uncertainty, and professionalization and structuration on isomorphic change. Finally, we suggest implications for theories of organizations and social change.

The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields (Chinese Translation)

Previous research has established how childhood attachment extends into adult romantic attachment and attachment to God. Other research has shown that individuals' styles of attachment to God are differentially associated with three types of spiritual coping methods, self-directing, deferring, and collaborative. Hernandez, Salerno, & Bottoms (2010) sought to extend this body of research by investigating the relationship between God attachment, spiritual coping, and alcohol use. A "novel link" was established between God attachment and alcohol use (p. 106). Research on spiritual coping methods has identified three spiritual coping styles associated with people's relational state with God: self-directing, a self-reliant coping and problem-solving style that works independently of God; deferring, where the responsibility of problem-solving rests on God alone; and collaborative, a problem-solving style that views God and person as cooperative partners in coping and problem-solving. Moreover, a person's God attachment has been differentially associated with these coping methods. Hernandez, Salerno, & Bottoms (2010) sought to extend research on attachment and coping by being the first to study "the effects of God attachment and spiritual coping on alcohol use" (p. 99). They hypothesized that spiritual coping styles would mediate the effect of God attachment on alcohol use. Specifically, they predicted that insecure God attachment style, compared to secure God attachment style, would use "collaborative and deferring style coping styles less and self-directing coping style more," which would then result in increased alcohol use (p. 100). For the study, 429 undergraduate Introductory Psychology students from the University of Illinois at Chicago participated for course credit. The sample's (60% female) religious orientation was 46% Catholic, 43% Christian, 6% Hindu, 3% Muslim, 2% Jewish, 0.4% Greek Orthodox, and 0.4% Sikh. Five measures were utilized to test their hypotheses. The Attachment to God Scale was used to measure participants' "perceived emotional attachment to God" (p. 101). The Religious Problem-Solving Scale was used to measure participants' "religious problem solving tendencies," broken down into three spiritual coping styles: self-directing, deferring, and collaborative (p. 101). The Alcohol-Related Coping Scale was used to measure participants' "social, coping, and enhancement motives for drinking alcohol" (p. 101). The Alcohol Frequency Scale was used to measure participants' general alcohol use. Finally, participants' religious characteristics, such as religious orientation and level of religious involvement, were measured. To test the data, the researchers first implemented a series of one-way between-subjects ANOVA with God attachment style as the independent variable and spiritual coping styles, alcohol-related coping, and general alcohol use as dependent variables. This was followed by mediation analyses to test if the "effect of God attachment on alcohol use and alcohol coping was mediated by spiritual coping styles" (p. 102). Related to spiritual coping, there was a significant main effect of God attachment on spiritual coping, F(2,226) = 26.88, p

International Journal for the Psychology of Religion

Howard Gardner is well known to teachereducators,particularlyforhisearlier book,Frames ofMind: The Theory ofMuir tipleInteUigences(1983). Morerecently, the ConferenceonArtistic Intelligences (1989) and the development of Arts PROPEL havefamiliarized musicteacher educators even more specifically with Gardner's work. In The Unschooled Mind (1991), Gardnercontinues topricktheconsciences ofeducators by gettingdown to the very heartofthematter. Schools, hesays, do not nowteachthewaychildrenlearn, andoften what children learn before or outside of school is more powerful than competing information presented in school and can interferewithschool-delivered knowledge. Gardnercontendsin hisintroductory material that schools, even when publicly acknowledged as successful, are failing at their most critical task-teaching for real understanding. As always, Gardner provides examples that areabundantandtothe point. He offers evidence that early-developed ideas, stereotypes, and "scripts" (descriptions of recurrent events) continueto dominate the thinking of even advanced

The Unschooled Mind: How Children Think and How Schools Should Teach:

In this conceptual paper, Diane Gusa highlights the salience of race by scrutinizing the culture of Whiteness within predominately White institutions of higher education. Using existing research in higher education retention literature, Gusa examines embedded White cultural ideology in the cultural practices, traditions, and perceptions of knowledge that are taken for granted as the norm at institutions of higher education. Drawing on marginalization and discrimination experiences of African American undergraduates to illustrate the performance of White mainstream ideology, Gusa names this embedded ideology White institutional presence (WIP) and assigns it four attributes: White ascendancy, monoculturalism, White estrangement, and White blindness.

White institutional presence: The impact of whiteness on campus climate & the relational context of white institutional presence

Core concepts of Experiential Learning Theory—the learning cycle, learning style, and learning space—have been widely used by experiential educators in higher education for nearly half a century. We examine the latest thinking about these three concepts and highlight some exemplary applications from the many disciplinary applications of experiential learning in higher education. I think that only slight acquaintance with the history of education is needed to prove that educational reformers and innovators alone have felt the need for a philosophy of education. Those who adhered to the established system needed merely a few finesounding words to justify existing practices. The real work was done by habits which were so fixed as to be institutional. The lesson for progressive education is that it requires in an urgent degree, a degree more pressing than was incumbent upon former innovators, a philosophy of education based on a philosophy of experience. John Dewey, Experience and Education This inaugural issue of Experiential Learning & Teaching in Higher Education marks a milestone in the growing awareness and use of experiential learning as a learning platform in education. Since the early 1970s, the principles and practices of experiential learning have been widely adopted to create curricula and conduct educational courses and programs. Many of the non-traditional Electronically published Month 01, 2016 © 2017 Southern Utah University Press & Design. Correspondence should be sent to David A. & Alice Y. Kolb, Experience Based Learning Systems, Inc., HC 1 Box 124, 75 Ulua Road, Kaunakakai, HI 96748, USA.

/pdf/experiential-learning-theory-as-a-guide-for-experiential-f6sb53v45p.pdf

Experiential Learning Theory as a Guide for Experiential Educators in Higher Education

In an influential publication in 2009, a group of cognitive psychologists revealed that there was a lack of empirical evidence supporting the concept of learning styles-based instruction and provid...

https://journals.sagepub.com/doi/pdf/10.1177/1477878515606621

Is learning styles-based instruction effective? A comprehensive analysis of recent research on learning styles:

This research sought to add to a body of knowledge that is severely underrepresented in the scientific literature, the effects of technological tools on reading comprehension and reading motivation in diverse secondary students from lower socioeconomic backgrounds. The study implemented an independent silent reading (ISR) program across a 5-month semester in an urban public high school and included 145 participants from nine 10th grade literature classes. The control group took part in no ISR, one treatment group participated in weekly ISR read from a textbook, and another treatment group participated in weekly ISR read from a computer module designed to address essential components of reading. Students were measured on global reading comprehension, text-specific reading assessments, and reading motivation. After controlling for initial skill and disposition levels, the results indicated that students from both ISR groups made greater gains than the control group in global reading comprehension, while the computer reading module group outperformed the textbook group and the control on text-specific assignments and increased their reading motivation to a greater degree than those in the other conditions. This research offers much-needed data on secondary students’ reading achievement and disposition and provides evidence that ISR implemented through the use of instructional technology and cognitive tools has broad potential to address development in these areas.

An Examination of the Effect of Customized Reading Modules on Diverse Secondary Students' Reading Comprehension and Motivation.

This study tested two cognitive models, learning styles and dual coding, which make contradictory predictions about how learners process and retain visual and auditory information. Learning styles-...

A Test of Two Alternative Cognitive Processing Models: Learning Styles and Dual Coding.

This study implemented an independent silent reading (ISR) program with 145 10th grade students. Students were measured on total reading ability, vocabulary, reading comprehension, a state-mandated high stakes end-of-course test (EOCT), and reading attribution. After controlling for initial skill and disposition levels, the results indicated that students from the ISR groups made greater gains than the control group in total reading ability, reading comprehension, EOCT reading scores, and success/ability attribution. This research offers much-needed data on secondary students’ reading achievement and disposition and provides evidence for one method, ISR, that has broad potential to address development in these areas.

Applied Cognition: Testing the Effects of Independent Silent Reading on Secondary Students’ Achievement and Attribution

https://digitalcommons.northgeorgia.edu/cgi/viewcontent.cgi?article=1088&context=ungauthors

Joshua A. Cuevas

Papers

Is learning styles-based instruction effective? A comprehensive analysis of recent research on learning styles:

An Examination of the Effect of Customized Reading Modules on Diverse Secondary Students' Reading Comprehension and Motivation.

A Test of Two Alternative Cognitive Processing Models: Learning Styles and Dual Coding.

Applied Cognition: Testing the Effects of Independent Silent Reading on Secondary Students’ Achievement and Attribution

Mobile Learning and its Effects on Academic Achievement and Student Motivation in Middle Grades Students.