Policy implementation and cognition: Reframing and refocusing implementation research

James P. Spillane*, Brian J. Reiser, Todd Reimer

*Corresponding author for this work

Research output: Contribution to journalArticle

685 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)387-431
Number of pages45
JournalReview of Educational Research
Volume72
Issue number3
DOIs
StatePublished - 2002

Keywords

  • Classroom practice
  • Education policy
  • Intergovernmental relations
  • Policy implementation
  • School reform

ASJC Scopus subject areas

  • Education

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