|
Sign In to gain access to subscriptions and/or personal tools.
|
Review of Educational Research, Vol. 72, No. 3,
387-431 (2002)
DOI: 10.3102/00346543072003387
Policy Implementation and Cognition: Reframing and Refocusing Implementation Research
James P Spillane,
Brian J Reiser and
Todd Reimer
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]
|
 |
|
|