[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-602135-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-602135-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","mission-money-and-membership-an-institutional-perspective-on-teacher-preparation-at-new-graduate-schools-of-education-602135","Mission, Money, and Membership - An Institutional Perspective on Teacher Preparation at New Graduate Schools of Education","","This article explores how teacher education operates within market-organized environments. It argues that market forces have acted against institutional isomorphism through the emergence of new graduate schools of education (nGSEs) as new providers of teacher preparation. The study suggests these schools are driven by specialized missions, alternative funding models, and powerful network membership, leading to diversified, niche program branding and increased demand for specialized preparation.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/mission-money-and-membership-an-institutional-perspective-on-teacher-preparation-at-new-graduate-schools-of-education-602135/602135/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/mission-money-and-membership-an-institutional-perspective-on-teacher-preparation-at-new-graduate-schools-of-education-602135/602135.png","ImageObject",300,407,{"name":42,"@type":43},"acoobca","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the article examine about teacher education?","Question",{"text":63,"@type":64},"It examines how teacher education functions within market-organized environments.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How do market forces affect teacher education institutions according to the article?",{"text":68,"@type":64},"They have acted against institutional isomorphism, contributing to the emergence of new graduate schools of education.",{"name":70,"@type":61,"acceptedAnswer":71},"What drives new graduate schools of education (nGSEs)?",{"text":72,"@type":64},"They are shaped by specialized missions, alternative funding models, and membership in powerful networks, producing distinct teacher-preparation niches.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},602135,1792620699,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","| education policy analysis archives\u003Cbr>A peer-reviewed, independent, open access, multilingual journal | |\n| --- | --- |\n| Arizona State University |  |\n| Volume 30 Number 172 November 29, 2022 ISSN 1068-23 |  |\n\nMission, Money, and Membership: An Institutional Perspective on Teacher Preparation at New Graduate  \nSchools of Education  \nMarilyn Cochran-Smith  \nReid Jewett Smith  \n&  \nJeremy Alexander  \nBoston College  \nUnited States  \nCitation: Cochran-Smith, M., Jewett Smith, R., & Alexander, J. (2022) . Mission, money, and membership: An institutional perspective on teacher preparation at new graduate schools of education. Education Policy Analysis Archives, 30(172). [https://doi.org/10.14507/epaa.30.7500](https://doi.org/10.14507/epaa.30.7500)  \n[Abstract:](Abstract: This article explores how teacher education operates within market-organized)[ This article explores how teacher education operates within market-organized](Abstract: This article explores how teacher education operates within market-organized)[ ](Abstract: This article explores how teacher education operates within market-organized)[environments. We argue that the forces of the market have acted](environments. We argue that the forces of the market have acted against institutional)[ against institutional](environments. We argue that the forces of the market have acted against institutional)[ ](environments. We argue that the forces of the market have acted against institutional)isomorphism in teacher education, as evidenced by the emergence of new graduate schools of education (nGSEs), which are a new population of teacher preparation providers. We suggest that nGSEs are animated by logics based on highly-specialized missions, alternative funding models, and membership in powerful networks that set this population apart from others within the organizational field of teacher education. We also argue that there is remarkable variation and diversification among nGSEs, which has resulted in highly specialized teacher preparation niches that distinguish each nGSE from other members within the same population through mission-specific branding, publicity, and funding, which in  \nturn prompts increased demand for specialized programs. Finally, we suggest that although nGSEs have been shaped in many ways by the forces of the market, most of them are not completely dominated by market logics. Rather, most combine elements of the logic of markets with elements of other powerful logics, forming hybrids that create tensions, some of which are highly productive, prompting rapid organizational evolution, including name changes, reorganizations, and new partnerships.  \nKeywords: teacher preparation; institutional theory; education reform  \nMisión, dinero y membresía: Una perspectiva institucional sobre la preparacióndocente en las nuevas escuelas de posgrado en educación  \nResumen: Este artículo explora cómo funciona la formación docente en entornos organizados por el mercado. Argumentamos que las fuerzas del mercado han actuado contra el isomorfismo institucional en la formación docente, como lo demuestra el surgimiento de nuevas escuelas de posgrado en educación (nGSEs), que son una nueva población de proveedores de formación docente. Sugerimos que las NGSE están animadaspor lógicas basadas en misiones altamente especializadas, modelos alternativos definanciación y pertenencia a redes poderosas que diferencian a esta población de otras dentro del campo organizativo de la formación docente. También argumentamos que existe una notable variación y diversificación de NGSEs, lo que ha resultado en la preparación entre nichos de docentes altamente especializados que cada NG de otros miembros dentro de la misma población tiene una marca, publicidad y financiamientoespecíficos para la misión, lo que a su vez genera una mayor demanda de maestros especializados. programas Finalmente, sugerimos que aunque las NGSEs han sido moldeadas de muchas maneras por las fuerzas del mercado, la m","cbCaiuZ5OedNmseb","https://ap.wps.com/l/cbCaiuZ5OedNmseb","pdf",512869,32,"English","# Mission, Money, and Membership\n## Institutional Perspective on Teacher Preparation","[{\"question\":\"What does the article examine about teacher education?\",\"answer\":\"It examines how teacher education functions within market-organized environments.\"},{\"question\":\"How do market forces affect teacher education institutions according to the article?\",\"answer\":\"They have acted against institutional isomorphism, contributing to the emergence of new graduate schools of education.\"},{\"question\":\"What drives new graduate schools of education (nGSEs)?\",\"answer\":\"They are shaped by specialized missions, alternative funding models, and membership in powerful networks, producing distinct teacher-preparation niches.\"}]","Mission, Money, and Membership - An Institutional Perspective on Teacher Preparation at New Graduate Schools of Education | PDF",1792094093,81]