LEADER 03528nam 22006494a 450 001 9910778453003321 005 20230617041843.0 010 $a0-674-04392-8 024 7 $a10.4159/9780674043923 035 $a(CKB)1000000000805575 035 $a(StDuBDS)AH23050905 035 $a(SSID)ssj0000487573 035 $a(PQKBManifestationID)11288369 035 $a(PQKBTitleCode)TC0000487573 035 $a(PQKBWorkID)10442099 035 $a(PQKB)10188594 035 $a(SSID)ssj0000250550 035 $a(PQKBManifestationID)12094540 035 $a(PQKBTitleCode)TC0000250550 035 $a(PQKBWorkID)10245016 035 $a(PQKB)10957363 035 $a(MiAaPQ)EBC3300672 035 $a(Au-PeEL)EBL3300672 035 $a(CaPaEBR)ebr10328850 035 $a(OCoLC)923116927 035 $a(DE-B1597)574526 035 $a(DE-B1597)9780674043923 035 $a(EXLCZ)991000000000805575 100 $a20031113d2004 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aStandards deviation$b[electronic resource] $ehow schools misunderstand education policy /$fJames P. Spillane 210 $aCambridge, Mass. $cHarvard University Press$d2004 215 $a1 online resource (xi, 205 p. )$cill 300 $aFormerly CIP.$5Uk 311 $a0-674-01323-9 311 $a0-674-02109-6 320 $aIncludes bibliographical references (p. 193-200) and index. 327 $aAcknowledgments 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 330 $aWhat 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. 330 $bWhat 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. 606 $aEducation and state$zUnited States 606 $aEducation$xStandards$zUnited States 615 0$aEducation and state 615 0$aEducation$xStandards 676 $a379.73 700 $aSpillane$b James P$0983588 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910778453003321 996 $aStandards deviation$93746484 997 $aUNINA