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.
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