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Standards Deviation: How Schools Misunderstand Education Policy

reviewed by Carla Edlefson - 2004

coverTitle: Standards Deviation: How Schools Misunderstand Education Policy
Author(s): James P. Spillane
Publisher: Harvard University Press, Cambridge
ISBN: 0674013239, Pages: 205, Year: 2004
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James P. Spillane has developed a cognitive theory of human “sense-making” to explain what he learned about the implementation of state curricular standards in school districts. The research reported in this volume focuses on the school district’s role in the interactions between the national, state, and district policies designed to affect classroom instruction. The study was conducted in Michigan over several years, and used a multi-site case study design with nine local school districts. Five of the districts were selected because they had a reputation for being innovative in terms of instructional practices. Of the nine, three districts were mid-sized cities, two were suburban, and four were rural. The policies in question were new standards for mathematics and science instruction. Spillane and his colleagues collected documents and conducted interviews with state-level actors, and they collected district policy documents and conducted 165 interviews with district policymakers. They administered the Teacher Questionnaire of the Third International Mathematics and... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 106 Number 12, 2004, p. 2267-2270
https://www.tcrecord.org ID Number: 11356, Date Accessed: 8/3/2021 2:01:38 PM

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About the Author
  • Carla Edlefson
    Ashland University
    E-mail Author
    CARLA EDLEFSON is Professor of Educational Administration at Ashland University, Ashland, Ohio. Her research areas are leadership and educational politics and policy. Recent publications include “Assessing the Results of School Improvement Efforts,?in the Journal of the Ohio Association for Supervision and Curriculum Development (2003), and “The Impact of Litigation on School Facilities Funding in Ohio,?with Robert Barrow, in the Journal of Education Finance, (2001). Her current research involves an interstate comparison of the effects of legislative term limits and the economic downturn on state education budgets.
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