Standards deviation
how schools misunderstand education policy / James P. Spillane.
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Author
Publication
2004 - Harvard University Press, Cambridge, Mass, Massachusetts
Language
English
Word Count
51,250 words, Guess
Page Count
205 pages
Identifiers
- Open LibraryOL15571604M
- ISBN-100674013239
- OCLC Control Number53483524
- OCLC Control Numberstandardsdeviati0000spil
- Library of Congress Control Number2003067510
and 1 more
- LibraryThing4830417
Classifications
- LCCLC89 .S54 2004
Description
"After intensively studying several school districts' responses to new statewide science and math teaching policies in the early 1990s, Spillane argues that administrators and teachers are inclined to assimilate new policies into current practices. As new programs are communicated through administrative levels, the understanding of them becomes increasingly distorted, no matter how sincerely the new ideas are endorsed. Such patterns of well-intentioned misunderstanding highlight the need for systematic training and continuing support for the local administrators and teachers who are entrusted with carrying out large-scale educational change, classroom by classroom."--Jacket.
Subjects
Other Editions
- Standards deviation: how schools misunderstand education policy / James P. Spillane.
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