This paper presents a case study of a caring school district located in a farmworker community composed largely of Latinx families. I examine how central office leaders create or maintain care supports under crisis conditions. Findings suggest that district-level care was multidimensional and distributed, involving mobilization of community leadership, improvisational structures, and novel leadership routines. District care was enacted through a collective vision of care, rooted in a love of place and focused on healing. This study offers an account of distributed leadership that centers families, community members, and community partners. Ultimately, I argue that caring is a form of institutional work. Types of work include creation, maintenance, expansion, and disruptive work. This study contributes to the empirical research base on organizational care and contributes theoretically through the application of a positive institutional work lens to the study of care in education.
AndersonG. L. (1989). Critical ethnography in education: Origins, current status, and new directions. Review of Educational Research, 59(3), 249–270.
2.
Antrop-GonzálezR.De JesúsA. (2006). Toward a theory of critical care in urban small school reform: Examining structures and pedagogies of caring in two Latino community-based schools. International Journal of Qualitative Studies in Education, 19(4), 409–433.
3.
AppleM. W. (2019). On doing critical policy analysis. Educational Policy, 33(1), 276–287.
4.
AstorR. A.BenbenishtyR.EstradaJ. N. (2007). School violence and theoretically atypical schools: The principal’s centrality in orchestrating safe schools. American Educational Research Journal, 46(2), 423–461. https://doi.org/10.3102/0002831208329598
5.
BeardK. S.ThomsonS. I. (2021). Breaking barriers: District and school administrators engaging family, and community as a key determinant of student success. Urban Education, 56, 1067–1105.
6.
BertrandM.DeolindoT. F.GarciaL. W.DomínguezA. D. (2024). Youth leadership and intersectionality: Which youth have a say in school decision-making?Urban Education. Advance online publication. https://doi.org/10.1177/00420859241279457
7.
BertrandM.RodelaK. C. (2017). A framework for rethinking educational leadership in the margins: Implications for social justice leadership preparation. Journal of Research on Leadership Education, 13(1), 10–37.
8.
BrayL. E.RussellJ. L. (2016). Going off script: Structure and agency in individualized education program meetings. American Journal of Education, 122(3), 367–398. https://doi.org/10.2307/26542681
9.
BurchP. (2007). Educational policy and practice from the perspective of new institutional theory: Crafting a wider lens. Educational Researcher, 36(2), 84–95.
10.
BurchP.BinghamA. J.MiglaniN. (2020). Combining institutional and distributed frameworks in studies of school leadership. Peabody Journal of Education, 95(4), 408–422.
11.
BurchP.SpillaneJ. P. (2004). Leading from the middle: Mid-level district staff and instructional improvement. Cross-City Campaign for Urban School Reform.
12.
Bush-MecenasS. (2022). “The business of teaching and learning”: Institutionalizing equity in educational organizations through continuous improvement. American Educational Research Journal, 59(3), 461–499.
13.
CamangianP.CariagaS. (2021). Social and emotional learning is hegemonic miseducation: Students deserve humanization instead. Race Ethnicity and Education, 00(00), 901–921.
14.
CastagnoA. E.BrayboyB. M. J. (2008). Culturally responsive schooling for indigenous youth: A review of the literature. Review of Educational Research, 78(4), 941–993.
CoburnC. E.ToureJ.YamashitaM. (2009). Evidence, interpretation, and persuasion: Instructional decision making at the district central office. Teachers College Record, 111(4), 1115–1161.
17.
CooneyJ. W.CohenM. I. (2024). Multiple logics of curriculum leadership: How a large public school district manages institutional complexity. Educational Administration Quarterly, 60(1), 74–114.
18.
CooperK. S.MinessA. (2014). The co-creation of caring student-teacher relationships: Does teacher understanding matter?High School Journal, 97(4), 264–290.
19.
Cornelius-WhiteJ. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113–143.
20.
CreswellJ. W.PothC. N. (2018). Qualitative inquiry & research design: Choosing among five approaches (4th ed.). Sage.
21.
CubanL. (2020). Reforming the grammar of schooling again and again. American Journal of Education, 126(4), 665–671.
22.
CurryM. W. (2016). Will you stand for me? Authentic Carino and transformative rites of passage in an urban high school. American Educational Research Journal, 53(4), 883–918.
23.
DatnowA. (2006). Connections in the policy chain: The ‘co-construction’ of implementation in comprehensive school reform. In HonigM. I. (Ed.), New directions in education policy implementation: Confronting complexity (pp. 105–148). State University of New York Press.
24.
del Carmen SalazarM. (2013). A humanizing pedagogy: Reinventing the principles and practice of education as a journey toward liberation. Review of Research in Education, 37(1), 121–148.
25.
De RoystonM. M.VakilS.NasirN. S.RossK. M.GivensJ.HolmanA. (2017). “He’s more like a ‘brother’ than a teacher”: Politicized caring in a program for African American males. Teachers College Record, 119(4), 1–40.
26.
DiMaggioP. J.PowellW. W. (1991). Introduction. In PowellW. W.DiMaggioP. J. (Eds.), The new institutionalism in organizational analysis (pp. 1–38). The University of Chicago Press.
27.
DonaldsonM. L.MavrogordatoM.YoungsP.DoughertyS.Al GhanemR. (2021). “Doing the ‘real’ work”: How Superintendents’ sensemaking shapes principal evaluation policies and practices in school districts. AERA Open, 7(1). https://doi.org/10.1177/2332858420986177
28.
DurandE. S.GonzálezT.BertrandM. (2025). “We want to help our community”: fostering youth civic agency in a third space. International Journal of Qualitative Studies in Education, 38, 390–417.
29.
DuránR. P.Carruba-RogelZ.SolisB. (2020). Latinx immigrant parents’ cultural communicative resources: Bridging the worlds of home, community, and school policy. Equity & Excellence in Education, 53(1–2), 89–104.
30.
ElmeskyR.MarcucciO. (2024). Against the carceral logics of schools: A critical ethnographic study of restorative justice and politicized caring in a black school. AERA Open, 10, 23328584241297163.
31.
EpsteinJ. L.GalindoC. L.SheldonS. B. (2011). Levels of leadership: Effects of district and school leaders on the quality of school programs of family and community involvement. Educational Administration Quarterly, 47(3), 462–495.
32.
FormanS. R.FosterJ. L.RigbyJ. G. (2021). School leaders’ use of social-emotional learning to disrupt whiteness. Educational Administration Quarterly, 589(3), 351–385.
33.
FosterJ. L.LouisL.WinstonE. (2022). Creating conditions for social-emotional learning: An ecological framework. Theory Into Practice, 61(0), 224–235.
34.
FredricksonB. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226. https://doi.org/10.1037/0003-066X.56.3.218
35.
FredricksonB. L. (2003). Positive emotions and upward spirals in organizations. In CameronK. S.DuttonJ. E.QuinnR. E. (Eds.), Positive organizational scholarship: Foundations of a new discipline (pp. 163–175). Berrett-Koehler Publishers, Inc.
36.
FredricksonB. L. (2013). Love 2.0: Creating happiness and health in moments of connection. Hudson Street Press.
37.
FredricksonB. L.LosadaM. F. (2005). Positive affect and the complex dynamic of human flourishing. American Psychologist, 60(7), 678–686.
38.
GarcíaO.WoodleyH. H.FloresN.ChuH. (2012). Latino emergent bilingual youth in high schools: Transcaring strategies for academic success. Urban Education, 48(6), 798–827.
39.
GeertzC. (1972). Notes on the Balinese cockfight. Daedalus, 134(4), 56–86.
40.
GermainE. (2022). Well-being and equity: A multi-disciplinary framework for rethinking education policy. Peabody Journal of Education, 97(1), 6–17.
41.
GordonJ. (2005). White on white: Researcher reflexivity and the logics of privilege in white schools undertaking reform. Urban Review, 37(4), 279–302.
42.
HolmeJ. J.CastroA. J.GermainE.HaynesM.SikesC. L.BarnesM. (2022). Community schools as an urban school reform strategy: Examining partnerships, governance, and sustainability through the lens of the full-service community schools grant program. Educational Policy, 36(3), 520–549.
43.
HolmeJ. J.FinniganK. S. (2018). Striving in common: A regional equity framework for urban schools. Harvard Education Press.
44.
HonigM.RaineyL. (2020). District systems to support equitable and high-quality teaching and learning. Brief No. 10. EdResearch for Recovery Project.
45.
HonigM. I. (2006). Street-level bureaucracy revisited: Frontline district central-office administrators as boundary spanners in education policy implementation. Educational Evaluation and Policy Analysis, 28(4), 357–383.
46.
HonigM. I.HatchT. C. (2004). Crafting coherence: How schools strategically manage multiple, external demands. Educational Researcher, 33(8), 16–30.
47.
HuguetA.CoburnC. E.FarrellC. C.KimD. H.AllenA. R. (2021). Constraints, values, and information: How leaders in one district justify their positions during instructional decision making. American Educational Research Journal, 58(4), 710–738.
48.
IrbyD. J.GreenT.IshimaruA. M. (2022). PK–12 district leadership for equity: An exploration of director role configurations and vulnerabilities. American Journal of Education, 128(3), 417–453.
49.
IshimaruA. M. (2017). From family engagement to equitable collaboration. Educational Policy, 33(2), 350–385.
50.
JabbarH. (2016). Between structure and agency: Contextualizing school leaders’ strategic responses to market pressures. American Journal of Education, 122(3), 399–431. https://doi.org/10.2307/26542682
51.
JabbarH.CreedB. (2020). Choice, competition, and cognition: How Arizona Charter School leaders interpret and respond to market pressures. Peabody Journal of Education, 95(4), 374–391. https://doi.org/10.1080/0161956X.2020.1800174
52.
JacksonI.Sealey-RuizY.WatsonW. (2014). Reciprocal love: Mentoring Black and Latino males through an ethos of care. Urban Education, 49(4), 394–417. https://doi.org/10.1177/0042085913519336
53.
JagersR. J.Rivas-DrakeD.WilliamsB. (2019). Transformative social and emotional learning (SEL): Toward SEL in service of Educational Equity and Excellence. Educational Psychologist, 54(3), 162–184.
54.
JarvisL. C.GoodrickE.HudsonB. A. (2019). Where the heart functions best: Reactive–affective conflict and the disruptive work of animal rights organizations. Academy of Management Journal, 62(5), 1358–1387. https://doi.org/10.5465/AMJ.2017.0342
55.
JohnsonC. S. (2011). Addressing the moral agency of culturally specific care perspectives. Journal of Moral Education, 40(4), 471–489.
56.
KaomeaJ. (2003). Reading erasures and making the familiar strange: Defamiliarizing methods for research in formerly colonized and historically oppressed communities. Educational Researcher, 32(2), 14–23.
57.
KeeseJ. W. (2018). Review of demoralized: Why teachers leave the profession they love and how they can stay, by D. A. Santoro. Education Review, 25. https://doi.org/10.14507/er.v25.2391
58.
KendzioraK.OsherD. (2016). Promoting children’s and adolescents’ social and emotional development: District adaptations of a theory of action. Journal of Clinical Child & Adolescent Psychology, 45(6), 797–811.
59.
KennedyK.WallsJ. (2022). How district leaders create caring organizations. Phi Delta Kappan, 103(5), 13–17.
60.
LabareeD. F. (1997). Public goods, private goods: The American struggle over educational goals. American Educational Research Journal, 34(1), 39–81.
61.
Ladson-BillingsG. (2021). I’m here for the hard re-set: Post pandemic pedagogy to preserve our culture. Equity & Excellence in Education, 54(1), 68–78.
62.
LawrenceT.SuddabyR.LecaB. (2011). Institutional work: Refocusing institutional studies of organization. Journal of Management Inquiry, 20(1), 52–58.
63.
LawrenceT. B.LecaB.ZilberT. B. (2013). Institutional work: Current research, new directions and overlooked issues. Organization Studies, 34(8), 1023–1033.
64.
LawrenceT. B.MaitlisS. (2012). Care and possibility: Enacting an ethic of care through narrative practice. Academy of Management Review, 37(4), 641–663.
65.
LawrenceT. B.SuddabyR. (2006). Institutions and institutional work. In CleggS. R.HardyC.LawrenceT. B.NordW. R. (Eds.), Handbook of organization studies (pp. 215–254). Sage.
66.
LegetteK. B.RogersL. O.WarrenC. A. (2020). Humanizing student–teacher relationships for black children: Implications for teachers’ social–emotional training. Urban Education, 57, 278–288. https://doi.org/10.1177/0042085920933319
67.
LenhoffS. W.SingerJ.GottfriedM. (2022). Thinking ecologically in educational policy and research. Peabody Journal of Education, 97(1), 1–5.
68.
LepistoD. A. (2022). Ritual work and the formation of a shared sense of meaningfulness. Academy of Management Journal, 65(4), 1327–1352.
69.
LewisJ. L.ReamR. K.BocianK. M.CardulloR. A.HammondK. A.FastL. A. (2012). Con Carino: Teacher caring, math self-efficacy, and math achievement among Hispanic English learners. Teachers College Record, 114(7), 1–42.
70.
LouisK. S.MurphyJ. (2017). Trust, caring and organizational learning: The leader’s role. Journal of Educational Administration, 55(1), 103–126.
71.
LouisK. S.MurphyJ.SmylieM. (2016). Caring leadership in schools: Findings from exploratory analyses. Educational Administration Quarterly, 52(2), 310–348.
72.
LuttrellW. (2013). Children’s counter-narratives of care: Towards educational justice. Children & Society, 27(4), 295–308.
73.
MahoneyJ. L.WeissbergR. P.GreenbergM. T.DusenburyL.JagersR. J.NiemiK.SchlingerM.SchlundJ.ShriverT. P.VanAusdalK.YoderN. (2020). Systemic social and emotional learning: Promoting educational success for all preschool to high school students. American Psychologist, 76, 1128–1142.
74.
MarshJ. A. (2002). How districts relate to states, schools, and communities: A review of emerging literature. In HightowerA. M.KnappM. S.MarshJ. A.McLaughlinM. W. (Eds.), School districts and instructional renewal (pp. 25–40). Teachers College Press.
75.
MarshJ. A.AllbrightT. N.BulkleyK. E.KennedyK. E.DhaliwalT. K. (2020). Institutional logics in Los Angeles schools: Do multiple models disrupt the grammar of schooling?American Journal of Education, 126(4), 603–651.
76.
MarshJ. A.KoppichJ. E.HumphreyD. C.KimmerH.MulfingerL. S.AllbrightT. N.AlsonoJ.BridgeforthJ.DaramolaE. J.Enoch-StevensT.KennedyK. E.Nkansah-AmankraA. (2022). Crisis response in California school districts: Leadership, partnership, and community (Report). Policy Analysis for California Education.
77.
MarshJ. A.MckibbenS.HoughH. J.HallM.AllbrightT. N.MatewosA. M.SiqueiraC. (2018). Enacting social-emotional learning: Practices and supports employed in CORE districts and schools. Policy Analysis for California Education.
78.
MartíI.FernándezP. (2013). The institutional work of oppression and resistance: Learning from the Holocaust. Organization Studies, 34(8), 1195–1223.
79.
MärzV.KelchtermansG.DumayX. (2016). Stability and change of mentoring practices in a capricious policy environment: Opening the “black box of institutionalization”. American Journal of Education, 122(3), 303–336. https://doi.org/10.2307/26542679
80.
MatiasC. E. (2022). Birthing the motherscholar and motherscholarship. Peabody Journal of Education, 00(00), 246–255.
81.
MatiasC. E.AllenR. L. (2016). Do you feel me? Amplifying messages of love in critical race theory. Educational Foundations, 29(1–4), 5–28.
82.
MattheisA. (2017). Central district office leadership for diversity and equity: Constraints and opportunities for policy intermediaries. Journal of School Leadership, 27(4), 521–552.
83.
McKinney de RoystonM.VakilS.NasirN. S.RossK. M.GivensJ.HolmanA. (2017). “He’s more like a ‘brother’ than a teacher”: Politicized caring in a program for African American males. Teachers College Record, 119(4), 1–40.
84.
McKinney de RoystonM.MadkinsT. C.GivensJ. R.NasirN. S. (2021). “I’m a teacher, I’m gonna always protect you”: Understanding Black educators’ protection of Black children. American Educational Research Journal, 58(1), 68–106.
85.
MehtaJ.DatnowA. (2020). Changing the grammar of schooling: An appraisal and a research agenda. American Journal of Education, 126(4), 491–498.
86.
MerriamS. B.TisdellE. J. (2016). Qualitative research: A guide to design and implementation. Jossey-Bass.
87.
MeyerJ. W.RowanB. (1977). Institutionalized organizations: Formal structure as myth and ceremony. American Journal of Sociology, 83(2), 340–363. https://doi.org/10.1086/226550
88.
NilssonW. (2015). Positive institutional work: Exploring institutional work through the lens of positive organizational scholarship. Academy of Management Review, 40(3), 370–398.
89.
NoblitG. W. (1993). Power and caring. American Educational Research Journal, 30(1), 23–38.
NoddingsN. (2015). Care ethics and “caring” organizations. In EngsterD.HamingtonM. (Eds.), Care ethics & political theory (pp. 72–84). Oxford University Press Online.
92.
OakesJ.MaierA.DanielJ. (2017). Community schools: An evidence-based strategy for equitable school improvement. National Education Policy Center. https://files.eric.ed.gov/fulltext/ED574713.pdf
93.
OplatkaI. (2007). Managing emotions in teaching: Toward an understanding of emotion displays and caring as nonprescribed role elements. Teachers College Record, 109(6), 1374–1400.
94.
PeurachD. J.CohenD. K.YurkofskyM. M.SpillaneJ. P. (2019). From mass schooling to education systems: Changing Patterns in the organization and management of instruction. Review of Research in Education, 43(1), 32–67. https://doi.org/10.3102/0091732X18821131
95.
PimentelC. (2011). Hmm . . . Hmmm . . . excuse me? A case study of interruptive caring in a bilingual classroom. Power and Education, 3(2), 128–138.
96.
PosseltJ. R. (2016). Inside graduate admissions: Merit, diversity, and faculty gatekeeping. Harvard University Press.
97.
RallisS. F.RossmanG. B. (2010). Caring reflexivity. International Journal of Qualitative Studies in Education, 23(4), 495–499.
98.
ReddingC. (2022). Are homegrown teachers who graduate from urban districts more racially diverse, more effective, and less likely to exit teaching?American Educational Research Journal, 59(5), 939–974.
99.
Rivera-McCutchenR. L. (2020). We don’t got time for grumbling: Toward an ethic of radical care in urban school leadership. Educational Administration Quarterly, 57, 257–333.
100.
Rivera-McCutchenR. L. (2021). Radical care: Leading for justice in urban schools. Teachers College Press.
101.
RobertsM. A. (2010). Toward a theory of culturally relevant critical teacher care: African American teachers’ definitions and perceptions of care for African American students. Journal of Moral Education, 39(4), 449–467.
102.
RodelaK. C.BertrandM. (2022). Centering youth, family, and community in school leadership: Case studies for educational equity and justice. Taylor & Francis.
103.
RogersL. K. (2022). Is role change enough? District organizational supports for principal supervision. Educational Administration Quarterly, 58, 527–534.
104.
RyuJ.WallsJ.Seashore LouisK. (2020). Caring leadership: The role of principals in producing caring school cultures. Leadership and Policy in Schools, 21(3), 585–602.
105.
SaldañaJ. (Ed.). (2016). The coding manual for qualitative researchers (3rd ed.). Sage.
106.
SaldañaJ. (2018). Researcher, analyze thyself. International Journal of Qualitative Methods, 17(1), 1–7.
107.
SchilkeO. (2018). A micro-institutional inquiry into resistance to environmental pressures. Academy of Management Journal, 61(4), 1431–1466.
108.
SchwartzH. L.HamiltonL. S.MillsS. F.GomezC. J.HuguetA.JaycoxL. H.LeschitzJ. T.TumaA. P.ToshK.WhitakerA. A.WrabelS. L. (2020). Schools and out-of-school time programs implementing social and emotional learning (Vol. 1). Rand Corporation.
109.
SelznickP. (1949). TVA and the grass roots: A study in the sociology of formal organization. University of California Press.
SmylieM. A.MurphyJ.LouisK. S. (2016). Caring school leadership: A multi-disciplinary, cross-occupational model. American Journal of Education, 123(1), 1–35.
112.
Sosa-ProvencioM. A. (2017). Seeking a Mexicana/mestiza critical feminist ethic of care: Rosa’s revolución of carrying alongside. Race Ethnicity and Education, 20(5), 650–665.
113.
SpillaneJ. P. (2008). State policy and the non-monolithic nature of the local school district: Organizational and professional considerations. American Educational Research Journal, 35(1), 33–63.
114.
SpillaneJ. P.BlaushildN. L.NeumerskiC. M.SeeligJ. L.PeurachD. J. (2022). Striving for coherence, struggling with Incoherence: A comparative study of six educational systems organizing for instruction. Educational Evaluation and Policy Analysis, 44(4), 567–592. https://doi.org/10.3102/01623737221093382
115.
SpillaneJ. P.CamburnE. M.PustejovskyJ.Stitziel ParejaA.LewisG. (2008). Taking a distributed perspective. Journal of Educational Administration, 46(2), 189–213.
116.
StakeR. E. (2005). Qualitative case studies. In DenzinN. K.LincolnY. S. (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 443–462). Sage Publications.
ThompsonA. (1998). Not the color purple: Black feminist lessons for educational caring. Harvard Educational Review, 68(4), 522–555.
119.
Tichnor-WagnerA.AllenD. (2016). Accountable for care: Cultivating caring school communities in urban high schools. Leadership and Policy in Schools, 15(4), 406–447.
120.
TrujilloT. M.HernándezL. E.JarrellT.KissellR. (2014). Community schools as urban district reform: Analyzing Oakland’s policy landscape through oral histories. Urban Education, 49(8), 895–929.
121.
TyackD.CubanL. (1995). Tinkering toward Utopia: A century of public school reform. Harvard University Press.
122.
TyackD.TobinW. (1994). The “Grammar” of schooling: Why has it been so hard to change?American Educational Research Journal, 31(3), 453–479.
123.
U.S. Department of Education, National Center for Education Statistics, Common Core of Data. (2023). Number of public school districts and private elementary and secondary schools: Selected school years, 1869-70 through 2022-2023. https://nces.ed.gov/programs/digest/d23/tables/dt23_214.10.asp
124.
ValenzuelaA. (2002). Reflections on the subtractive underpinnings of education research and policy. Journal of Teacher Education, 53(3), 235–241.
125.
WalkerE. V. S. (1993). Interpersonal caring in the “good” segregated schooling of African-American children: Evidence from the case of Caswell County Training School. Urban Review, 25(1), 63–77. https://doi.org/10.1007/BF01108046
126.
WallsJ. (2021). Tangles and glimmers: How African immigrant students in an urban charter school describe congruencies and disconnections in caring between home and school. Urban Review, 53, 761–784.
127.
WallsJ.RyuJ.FairchildL.JohnsonJ. (2021). Contexts of belonging: Toward a multilevel understanding of caring and engagement in schools. Educational Policy, 35(5), 748–780.
128.
WatsonW.Sealey-RuizY.JacksonI. (2016). Daring to care: The role of culturally relevant care in mentoring black and Latino male high school students. Race Ethnicity and Education, 19(5), 980–1002.
129.
WebbJ.WilsonB.CorbettD.MordecaiR. (1993). Understanding caring in context: Negotiating borders and barriers. Urban Review, 25(1), 25–45.
130.
WhiteT.BristolT.BrittonT. (2022). Teachers of color & self-efficacy in social and emotional learning (SEL): Strengthening approaches to SEL. Urban Education, 59, 2211–2244.
131.
WilliamsB. V.JagersR. J. (2020). Transformative social and emotional learning: Work notes on an action research agenda. Urban Education, 57, 191–197.
132.
WongL. S.CoburnC. E.KamelA. (2020). How central office leaders influence school leaders’ decision-making: Unpacking power dynamics in two school-based decision-making systems. Peabody Journal of Education, 95(4), 392–407.
133.
WongN.-W. A. (2010). “Cuz they care about the people who goes there”: The multiple roles of a community-based youth center in providing “Youth (Comm)Unity” for LOW-INCOME Chinese American Youth. Urban Education, 45(5), 708–739.
134.
WoulfinS. L. (2016, May). Duet or duel? A portrait of two logics of reading instruction in an Urban School District. American Journal of Education, 122, 337–365.
135.
WoulfinS. L.DonaldsonM. L.GonzalesR. (2016). District leaders’ framing of educator evaluation policy. Educational Administration Quarterly, 52(1), 110–143.
136.
WrightA. L.MeyerA. D.ReayT.StaggsJ. (2020). Maintaining places of social inclusion: Ebola and the emergency department. Administrative Science Quarterly.
137.
YinR. K. (2014). Case study research: Design and methods (5th ed.). Sage.
138.
YiuL. (2016). Praxis of citizenship-based care for China’s rural migrant youth. Harvard Educational Review, 86(2), 261–289.
139.
YurkofskyM. M.PeurachD. J. (2023). The paradox of leading amidst uncertainty: Maintaining balance on an unstable beam. Journal of Educational Administration, 61(3), 185–204.
140.
ZuckerL. G. (1977). The role of institutionalization in cultural persistence. American Sociological Review, 42, 726–743.
