|
|
|
Local Theories of Teacher Change: The Pedagogy of District Policies and Programs by James Spillane — 2002This paper examines district officials’ theories about teacher learning and change, identifying and elaborating three perspectives—behaviorist, situated, and cognitive—based on a study of 9 school districts. The behaviorist perspective on teacher learning dominated among the district officials in the study. The author also considers whether the prominence of the behaviorist perspective on teacher learning among district officials may be cause for concern when it comes to the classroom implementation of the fundamental changes in instruction pressed by state and national standards.To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
|
|
|
- James Spillane
Northwestern University
E-mail Author
JAMES P. SPILLANE is associate professor of education and social policy,
and a Faculty Fellow at the Institute for Policy Research, Northwestern
University, where he teaches in both the Learning Sciences, and Human
Development and Social Policy graduate programs. His research explores
the policy implementation process at the state, school district, school, and
classroom levels, focusing on intergovernmental relations and policy-practice
relations. Spillane is principal investigator of the Distributed
Leadership Project (http://www.letus.org/dls), a program of research
investigating the practice of school leadership in urban elementary schools.
He is associate editor of Educational Evaluation and Policy Analysis. Recent
publications can be found in Cognition and Instruction, Education Researcher,
Journal of Curriculum Studies, Teachers College Record, Educational Policy, and
Sociology of Education.
|
|
|
|
|
Executive Summary
Full Text in PDF Format
Email this article
Print this article
Post a Comment
