Click a system to begin
The model is interactive because the argument is nested: what a student experiences in the innermost ring is conditioned by decisions made in rings the student never sees. The study’s claim — infrastructural friction as the condition of possibility for classroom friction — is an exosystem claim.
Why rank the exosystem first?
Three reasons, in the study’s own logic. Authority: the exosystem is where the study’s participants — building and district leaders — actually hold power, so findings convert most directly into action there. Mechanism: if infrastructural friction conditions the noetic, rhetorical, and existential dimensions, then changing policy, professional learning, and assessment governance makes classroom-level change sustainable rather than heroic. Honesty: the macrosystem (the media environment itself) is described by the study, not changed by it; no dissertation alters a macrosystem, but one can change how a school system responds to it.