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Executive Summary
Local Theories of Teacher Change: The Pedagogy of District Policies and Programs by James Spillane - 2002To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- 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.
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