Local theories of teacher change: The pedagogy of district policies and programs

James P. Spillane*

*Corresponding author for this work

Research output: Contribution to journalArticle

60 Scopus citations

Abstract

This paper examines district officials' theories about teacher learning and change, identifying and elaborating three perspectives-behaviorist, situated, and cognitive-based on a study of 9 school districts. The behaviorist perspective on teacher learning dominated among the district officials in the study. The author also considers whether the prominence of the behaviorist perspective on teacher learning among district officials may be cause for concern when it comes to the classroom implementation of the fundamental changes in instruction pressed by state and national standards.

Original languageEnglish (US)
Pages (from-to)377-420
Number of pages44
JournalTeachers College Record
Volume104
Issue number3
DOIs
StatePublished - Apr 2002

ASJC Scopus subject areas

  • Education

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