Policy Implementation and Cognition: Reframing and Refocusing Implementation Research
Item
Title
Policy Implementation and Cognition: Reframing and Refocusing Implementation Research
Abstract/Description
Education policy faces a familiar public policy challenge: Local implementation is difficult. In this article we develop a cognitive framework to characterize sense-making in the implementation process that is especially relevant for recent education policy initiatives, such as standards-based reforms that press for tremendous changes in classroom instruction. From a cognitive perspective, a key dimension of the implementation process is whether, and in what ways, implementing agents come to understand their practice, potentially changing their beliefs and attitudes in the process. We draw on theoretical and empirical literature to develop a cognitive perspective on implementation. We review the contribution of cognitive science frames to implementation research and identify areas where cognitive science can make additional contributions.
Author/creator
Date
In publication
Volume
72
Issue
3
Pages
387-431
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Synthesis/Overview
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
0034-6543
Citation
Spillane, J. P., Reiser, B. J., & Reimer, T. (2002). Policy Implementation and Cognition: Reframing and Refocusing Implementation Research. Review of Educational Research, 72(3), 387–431. https://doi.org/10.3102/00346543072003387
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