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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: $36.75  

Binding Type: Paperback - See All Available Formats & Editions
Published: April 2006
Qty:

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" L (0.56 lbs) 220 pages
Features: Bibliography, Illustrated, Index, Table of Contents
 
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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.
 
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