Absorptive Capacity in Rural Schools: Bending Not Breaking During Disruptive Innovation Implementation

Sarah J. Zuckerman, Kristen C. Wilcox, Kathryn S. Schiller, Francesca T. Durand · 2018 · Insecta mundi

Summary. Rural schools successfully implemented disruptive education policy innovations by developing absorptive capacity through specific leadership strategies and organizational processes. School leaders used buffering, bridging, and brokering tactics alongside shared goal-setting, curriculum revision, and teacher collaboration to maintain student performance while selectively adopting external reforms. These mechanisms enabled educators to assimilate and transform new knowledge without abandoning existing strengths.

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Zuckerman, S. J., Wilcox, K. C., Schiller, K. S., & Durand, F. T.. (2018). Absorptive Capacity in Rural Schools: Bending Not Breaking During Disruptive Innovation Implementation. Insecta mundi. https://doi.org/10.18113/p8jrre3403

@article{zuckerman-2018-absorptive-capacity-rural-schools-bending,
  title   = {Absorptive Capacity in Rural Schools: Bending Not Breaking During Disruptive Innovation Implementation},
  author  = {Sarah J. Zuckerman and Kristen C. Wilcox and Kathryn S. Schiller and Francesca T. Durand},
  journal = {Insecta mundi},
  year    = {2018},
  doi     = {10.18113/p8jrre3403},
  url     = {https://doi.org/10.18113/p8jrre3403}
}

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TI  - Absorptive Capacity in Rural Schools: Bending Not Breaking During Disruptive Innovation Implementation
AU  - Sarah J. Zuckerman
AU  - Kristen C. Wilcox
AU  - Kathryn S. Schiller
AU  - Francesca T. Durand
JO  - Insecta mundi
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DO  - 10.18113/p8jrre3403
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Details

DOI: 10.18113/p8jrre3403
Countries: United States
Regions: North America
Categories: education, innovation-theory, policy
Added: 2026-04-28