Literaturnachweis - Detailanzeige
| Autor/inn/en | Spillane, James P.; Reiser, Brian J.; Reimer, Todd |
|---|---|
| Titel | Policy implementation and cognition: Reframing and refocusing implementation research. |
| Quelle | In: Review of educational research, 72 (2002) 3, S. 387-431Infoseite zur Zeitschrift |
| Beigaben | Literaturangaben 190 |
| Sprache | englisch; englische Zusammenfassung |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0034-6543 |
| Schlagwörter | Einstellung (Psy); Bildungspolitik; Schulpolitik; Lehrer; Unterrichtsprozess; Unterricht; Forschungsstand; Durchführung; Literaturbericht; Reform; Standard; USA |
| Abstract | Education policy faces a familiar public policy challenge: Local implementation is difficult. In this article the authors 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. the authors draw on theoretical and empirical literature to develop a cognitive perspective on implementation. the authors review the contribution of cognitive science frames to implementation research and identify areas where cognitive science can make additional contributions. (DIPF/Orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2005_(CD) |
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