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New Directions in Education Policy Implementation: Confronting Complexity


reviewed by Martin West — July 31, 2007

coverTitle: New Directions in Education Policy Implementation: Confronting Complexity
Author(s): Meredith I. Honig
Publisher: State University of New York Press, Albany
ISBN: 0791468194 , Pages: 289, Year: 2006
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“A theory should be made as simple as possible, but not simpler.” Often attributed to Albert Einstein (Calaprice 2000, p. 314), this quip would serve as a suitable epigraph for this volume tracing the frontiers of policy implementation research in education. Rather than shy away from the complexities of the American education system, says editor Meredith Honig, scholars should confront them head on. There are no simple answers to the question of “what works.” This advice runs counter to prevailing currents shaping contemporary education research. With accountability systems and changes in the economy increasing the pressures on public school systems to improve student outcomes, demand has grown for unambiguous, actionable information about the effectiveness of alternative policies, programs, and reform strategies. The “What Works Clearinghouse,” launched with fanfare in 2002 by the federal government’s Institute for Education Sciences, is intended to disseminate exactly this type of information to educators, policymakers, and... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: July 31, 2007
http://www.tcrecord.org ID Number: 14572, Date Accessed: 10/24/2017 5:34:31 AM

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About the Author
  • Martin West
    Brown University
    E-mail Author
    MARTIN WEST is an assistant professor of Education, Political Science, and Public Policy at Brown University. He also serves as an executive editor of Education Next, a journal of opinion and research on education policy, and is a research associate of the Program on Education Policy and Governance at Harvard University. Marty is a co-editor of School Money Trials: The Legal Pursuit of Educational Adequacy and No Child Left Behind? The Politics and Practice of School Accountability, both published by Brookings Institution Press. His current projects include an investigation of the effects of class-size on non-cognitive skills and a comparative study of the effects of school accountability, autonomy, and choice on student performance internationally.
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