03641nam 22007094a 450 991096861470332120200520144314.09780674043923067404392810.4159/9780674043923(CKB)1000000000805575(StDuBDS)AH23050905(SSID)ssj0000487573(PQKBManifestationID)11288369(PQKBTitleCode)TC0000487573(PQKBWorkID)10442099(PQKB)10188594(SSID)ssj0000250550(PQKBManifestationID)12094540(PQKBTitleCode)TC0000250550(PQKBWorkID)10245016(PQKB)10957363(MiAaPQ)EBC3300672(Au-PeEL)EBL3300672(CaPaEBR)ebr10328850(OCoLC)923116927(DE-B1597)574526(DE-B1597)9780674043923(Perlego)1147822(EXLCZ)99100000000080557520031113d2004 uy 0engur|||||||||||txtccrStandards deviation how schools misunderstand education policy /James P. Spillane1st ed.Cambridge, Mass. Harvard University Press20041 online resource (xi, 205 p. )illFormerly CIP.Uk9780674013230 0674013239 9780674021099 0674021096 Includes bibliographical references (p. 193-200) and index.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 IndexWhat 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.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 1990's, 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.Education and stateUnited StatesEducationStandardsUnited StatesEducation and stateEducationStandards379.73Spillane James P983588MiAaPQMiAaPQMiAaPQBOOK9910968614703321Standards deviation4368010UNINA