This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Google Scholar Articles by Spillane, J. P Articles by Reimer, T. Search for Related Content Social Bookmarking                   What's this?

Policy Implementation and Cognition: Reframing and Refocusing Implementation Research

Northwestern University

Education policy faces a familiar public policy challenge: Local implementation is difficult. In this article we develop a cognitive framework to characterize sense-making in the implementation process that is especially relevant for recent education policy initiatives, such as standards-based reforms that press for tremendous changes in classroom instruction. From a cognitive perspective, a key dimension of the implementation process is whether, and in what ways, implementing agents come to understand their practice, potentially changing their beliefs and attitudes in the process. We draw on theoretical and empirical literature to develop a cognitive perspective on implementation. We review the contribution of cognitive science frames to implementation research and identify areas where cognitive science can make additional contributions.

Key Words: classroom practice • education policy • intergovernmental relations • policy implementation • school reform

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?

This article has been cited by other articles:

				A. Lefstein Changing Classroom Practice Through the English National Literacy Strategy: A Micro-Interactional Perspective American Educational Research Journal, September 1, 2008; 45(3): 701 - 737. [Abstract] [Full Text] [PDF]

				M. I. Honig and C. Coburn Evidence-Based Decision Making in School District Central Offices: Toward a Policy and Research Agenda Educational Policy, July 1, 2008; 22(4): 578 - 608. [Abstract] [PDF]

				H. Timperley and A. Alton-Lee Reframing Teacher Professional Learning: An Alternative Policy Approach to Strengthening Valued Outcomes for Diverse Learners Review of Research in Education, February 1, 2008; 32(1): 328 - 369. [Full Text] [PDF]

				M. M. Mangin Facilitating Elementary Principals' Support for Instructional Teacher Leadership Educational Administration Quarterly, August 1, 2007; 43(3): 319 - 357. [Abstract] [PDF]

				B. Rowan and R. J. Miller Organizational Strategies for Promoting Instructional Change: Implementation Dynamics in Schools Working With Comprehensive School Reform Providers American Educational Research Journal, June 1, 2007; 44(2): 252 - 297. [Abstract] [Full Text] [PDF]

				C. E. Coburn Framing the Problem of Reading Instruction: Using Frame Analysis to Uncover the Microprocesses of Policy Implementation American Educational Research Journal, January 1, 2006; 43(3): 343 - 349. [Abstract] [PDF]

				C. E. Coburn The Role of Nonsystem Actors in the Relationship Between Policy and Practice: The Case of Reading Instruction in California Educational Evaluation and Policy Analysis, January 1, 2005; 27(1): 23 - 52. [Abstract] [PDF]

				K. S. Louis, K. Febey, and R. Schroeder State-Mandated Accountability in High Schools: Teachers' Interpretations of a New Era Educational Evaluation and Policy Analysis, January 1, 2005; 27(2): 177 - 204. [Abstract] [PDF]

				T. V. Mariage, D. J. Paxton-Buursma, and E. C. Bouck Interanimation: Repositioning Possibilities in Educational Contexts J Learn Disabil, December 1, 2004; 37(6): 534 - 549. [Abstract] [PDF]

				J. B. Crockett Taking Stock of Science in the Schoolhouse: Four Ideas to Foster Effective Instruction J Learn Disabil, June 1, 2004; 37(3): 189 - 199. [Abstract] [PDF]