The DOI matches its Crossref record; 14 of the 14 references it cites were found in a registry or an index.
Policy Implementation and Cognition: Reframing and Refocusing Implementation Research
Abstract
Education policy faces a familiar public policy challenge: Local implementation is difficult. In this article we 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. We draw on theoretical and empirical literature to develop a cognitive perspective on implementation. We review the contribution of cognitive science frames to implementation research and identify areas where cognitive science can make additional contributions.
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Citations
Cites
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The Psychology of Self-Affirmation: Sustaining the Integrity of the Self
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“Take, for example, recent education standards that press teachers to help their students to understand mathematics as involving conjecture, problem solving, and justification rather than as being entirely about computation.”
Background
Cited by
Rethinking Scale: Moving Beyond Numbers to Deep and Lasting Change
Coburn, C. E. (2003) · Educational Researcher · doi:10.3102/0013189x032006003 · Cited by 1,030
Coburn, C. E. (2004) · Sociology of Education · doi:10.1177/003804070407700302 · Cited by 734
Research on Data Use: A Framework and Analysis
Coburn, C. E., & Turner, E. O. (2011) · Measurement: Interdisciplinary Research and Perspectives · doi:10.1080/15366367.2011.626729 · Cited by 365
Identity learning: the core process of educational change
Geijsel, F., & Meijers, F. (2005) · Educational Studies · doi:10.1080/03055690500237488 · Cited by 326
What We Need to Know About Responsiveness To Intervention (and Shouldn't Be Afraid to Ask)
Fuchs, D., & Deshler, D. D. (2007) · Learning Disabilities Research & Practice · doi:10.1111/j.1540-5826.2007.00237.x · Cited by 316
Metadata
- Authors
- Spillane, J. P., Reiser, B. J., & Reimer, T.
- Venue
- Review of Educational Research
- Published
- 2002-09
- Volume
- 72
- Issue
- 3
- Pages
- 387-431
- ISSN
- 0034-6543 (ISSN-L)
- 1935-1046
- OpenAlex
- W2148683740
- Cited by
- 1,908
- References
- 14
- FWCI
- 36.49
- Type
- journal article
- Language
- en
- Open access
- closed
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- Spillane, J. P., Reiser, B. J., & Reimer, T. (2002). Policy Implementation and Cognition: Reframing and Refocusing Implementation Research. Review of Educational Research. https://doi.org/10.3102/00346543072003387
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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