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Standards Deviation
Harvard University Press, 2004 Paper: 978-0-674-02109-9 | eISBN: 978-0-674-04392-3 | Cloth: 978-0-674-01323-0 Library of Congress Classification LC89.S54 2004 Dewey Decimal Classification 379.73
ABOUT THIS BOOK | TOC
ABOUT THIS BOOK
What happens to federal and state policies as they move from legislative chambers to individual districts, schools, and, ultimately, classrooms? Although policy implementation is generally seen as an administrative problem, James Spillane reminds us that it is also a psychological problem. After intensively studying several school districts' responses to new statewide science and math teaching policies in the early 1990s, Spillane argues that administrators and teachers are inclined to assimilate new policies into current practices. As new programs are communicated through administrative levels, the understanding of them becomes increasingly distorted, no matter how sincerely the new ideas are endorsed. Such patterns of well-intentioned misunderstanding highlight the need for systematic training and continuing support for the local administrators and teachers who are entrusted with carrying out large-scale educational change, classroom by classroom. Table of Contents: Acknowledgments 1. Making Education Policy Here, There, and Everywhere Appendix: Research Methods Policy implementation is like the telephone game. . . . the player at the start of the line tells a story to the next person in line, who then relays the story to the third person in line. . . . by the time the story is retold by the final player, it is very different from the original. --chapter 1 See other books on: Administration | Education and state | Organizations & Institutions | Public Policy | Standards See other titles from Harvard University Press |
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Nearby on shelf for Special aspects of education / Social aspects of education / Education and the state:
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![](https://www.bibliovault.org/thumbs/978-0-226-79358-0-thumb.jpg "Mission on the Rhine: "Reeducation" and Denazification in American-Occupied Germany")
Standards Deviation
Table of Contents:
Policy implementation is like the telephone game. . . . the player at the start of the line tells a story to the next person in line, who then relays the story to the third person in line. . . . by the time the story is retold by the final player, it is very different from the original.
--chapter 1
ABOUT THIS BOOK | TOC
Harvard University Press, 2004
Paper: 978-0-674-02109-9
eISBN: 978-0-674-04392-3
Cloth: 978-0-674-01323-0
Paper: 978-0-674-02109-9
eISBN: 978-0-674-04392-3
Cloth: 978-0-674-01323-0
What happens to federal and state policies as they move from legislative chambers to individual districts, schools, and, ultimately, classrooms? Although policy implementation is generally seen as an administrative problem, James Spillane reminds us that it is also a psychological problem.
After intensively studying several school districts' responses to new statewide science and math teaching policies in the early 1990s, Spillane argues that administrators and teachers are inclined to assimilate new policies into current practices. As new programs are communicated through administrative levels, the understanding of them becomes increasingly distorted, no matter how sincerely the new ideas are endorsed. Such patterns of well-intentioned misunderstanding highlight the need for systematic training and continuing support for the local administrators and teachers who are entrusted with carrying out large-scale educational change, classroom by classroom.
Table of Contents:
Acknowledgments
1. Making Education Policy Here, There, and Everywhere
2. Doing Standards: Content and Context
3. Interactive Policymaking
4. Making Policy, Making Sense
5. Resources for Sense-Making
6. The Schoolteacher and Interactive Policymaking
7. Policy in Practice
8. Implementation Reconsidered
Appendix: Research Methods
References
Index
Policy implementation is like the telephone game. . . . the player at the start of the line tells a story to the next person in line, who then relays the story to the third person in line. . . . by the time the story is retold by the final player, it is very different from the original.
--chapter 1
ABOUT THIS BOOK | TOC
