The DOI matches its Crossref record; 62 of the 62 references it cites were found in a registry or an index.
Cognition and Policy Implementation: District Policymakers and the Reform of Mathematics Education
Abstract
Using a cognitive lens, this article explores school districts' response to recent mathematics reforms. Analyzing the ideas about instruction that district leaders construct from the mathematics reforms, I identify dominant patterns in their understandings. Whereas district leaders in the study understood the mathematics reforms as representing change for their mathematics policies and programs, their understandings tended to miss the full import of the reforms. Focusing on the forms of the mathematics reforms rather than their epistemological and pedagogical functions, district leaders' understandings tended to focus on piecemeal changes that often missed the disciplinary particulars of the reforms. Based on this analysis, I argue for the inclusion of implementers' interpretation of the reform message, along with the more conventional variables such as local resistance to reform and limited local capacity to carry out reform proposals that dominate in the literature in models of the implementation process.
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Cited by
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Situating Teachers’ Instructional Practices in the Institutional Setting of the School and District
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Interventions Promoting Educators’ Use of Data: Research Insights and Gaps
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Tailoring New Urban Teachers for Character and Activism
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Metadata
- Authors
- Spillane, J. P.
- Venue
- Cognition and Instruction
- Publisher
- Informa UK Limited
- Published
- 2000-06
- Volume
- 18
- Issue
- 2
- Pages
- 141-179
- ISSN
- 0737-0008 (ISSN-L)
- 1532-690X
- OpenAlex
- W2069205054
- Cited by
- 373
- References
- 62
- FWCI
- 37.12
- Type
- journal article
- Language
- en
- Open access
- closed
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