| Standards Deviation: How Schools Misunderstand Education Policy Contributor(s): Spillane, James P. (Author) |
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ISBN: 0674021096 ISBN-13: 9780674021099 Publisher: Harvard University Press OUR PRICE: $34.65 Product Type: Paperback - Other Formats Published: April 2006 Annotation: story is retold by the final player, it is very different from the original. |
| Additional Information |
| BISAC Categories: - Education | Administration - General - Education | Organizations & Institutions - Political Science | Public Policy - General |
| Dewey: 379.73 |
| Physical Information: 0.55" H x 5.6" W x 8.24" (0.56 lbs) 220 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: 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. |
Contributor Bio(s): Spillane, James P.: - James P. Spillane is Professor of Human Development, Social Policy, and Learning Sciences, at Northwestern University. |