Abstract
This paper considers the interplay of teachers’ capacity and will to reconstruct their mathematics practice with teachers’ incentives and opportunities to learn as these are mobilized by the school system and agencies beyond the formal system. Comparing those teachers in the study who had changed the core of their practice substantially with those teachers who had not, it is argued that teachers’ zones of enactment play a crucial role in their implementation of instructional reform. The zones of enactment of those teachers who had changed the core of their practice are characterized and it is conjectured that the extent to which teachers revise their practice will depend on the characteristics of their zones of enactment.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 143-175 |
| Number of pages | 33 |
| Journal | Journal of Curriculum Studies |
| Volume | 31 |
| Issue number | 2 |
| DOIs | |
| State | Published - Feb 1999 |
Funding
An earlier version of this paper was presented at the 19th annual meetignof the Association for Public PolcyiAnalysis and Management, Washignton, DC, November 1997. The research study reported here was supported in part by the National Scinece Foundation under Grant No. OSR-9250061. Workon this paper was alsosupported by the National Science Foundation (under Grant No. OSR-925 061),the Consortimufor PoliycResearch in Education (CPRE) supported by the US Department of Education (OERI R308A60003), and the Sch ol of Education and Social Policy at North-westernUniversiy.tIamgratefultotheprojectresearchers± Angie Eshelman,LyiosoJita,CharlesThompsonandKyleWard± andespecially to John Zeuli and EriacBrasier for their help with data analysis. Corey Drake and anonymous reviewers proviedd helpful feedback on an earleri draftofthispaper.Alolpinions,® ndignsandconclusionsexpressedinthis paper are those of the author and do not necessarily re¯ ect the views of any funding agency.
ASJC Scopus subject areas
- Education