Educational Policy Implementation Revisited

Young, Tamara V.; Lewis, Wayne D.

doi:10.1177/0895904815568936

Cited by 50 publications

(39 citation statements)

References 7 publications

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“…The OECD has also analysed and considered the focus of policy implementation, given its mandate which aims to promote "better policies for better lives". As part of this remit, the organisation has explored the role of implementation, or the political economy of reform and how to "make reform happen" (Wurzburg, 2010 [49] ; Gurría, 2015 [6] ; Pont, 2008 [8] ). Selected education projects tackling implementation include support on education reform implementation in Mexico (OECD, 2010 [16] ; OECD, 2011 [50] ), Norway (OECD, 2012 [51] ) and in Wales (OECD, 2017 [52] ), and work on the governance of education systems (Burns and Köster, 2016 [22] ; Burns, Köster and Fuster, 2016 [10] ).…”

Section: Actionable Framework For Policy Makersmentioning

confidence: 99%

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Education policy implementation

Viennet¹,

Pont²

2017

OECD Education Working Papers

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Section: Actionable Framework For Policy Makersmentioning

confidence: 99%

“…Experts have been advocating for governments to invest in their educator workforce (OECD, 2010 [16] ; Wurzburg, 2010 [49] ; Hargreaves and Fullan, 2012 [87] ), including in developing school leaders and teachers' skillset, but also their capacity to implement reforms. Stakeholders' capacity can be built both in the medium term (e.g.…”

Section: Capacitymentioning

confidence: 99%

Education policy implementation

Viennet¹,

Pont²

2017

OECD Education Working Papers

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“…Hence, effective results of an education reform whose aim is transforming schools into more beneficial institutions depend not only on its conceptual foundations or its proper design, but also on its successful realization by principals who lead the reform in their schools (McDonald, 2014;Young & Lewis, 2015). Therefore, school principals may be the linchpin of effective implementation of any school-level reform (New Leaders, 2013).…”

Section: Theoretical Framework Principals' Role In Reform Implementationmentioning

confidence: 99%

“…Implementing an education reform is a complex continuous endeavor (McDonnell & Weatherford, 2016;Young & Lewis, 2015). A large body of literature has shown that a central determinant for the effectiveness of school reform is the way in which the reform is implemented (Ramberg, 2014).…”

Section: Theoretical Framework Principals' Role In Reform Implementationmentioning

confidence: 99%

Making sense while steering through the fog: Principals’ metaphors within a national reform implementation

Schechter

2017

EPAA

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Principals' implementation of national reforms in the educational arena resembles a wild ride on a roller coaster as they face with contradicting demands, ongoing confusion and ambiguity. As critical change agents, principals interpret and translate reform demands into local practices through a process of sense-making. This current qualitative research explored 60 high school principals' sense-making processing of their leadership within a national reform through their use of metaphors. Data analysis yielded four themes: (a) reframing the principal's role and pedagogical autonomy; (b) refra ming the principal's work; (c) reframing the school culture; and (d) reframing the principal's relationships with teachers. This study expands the currently limited knowledge about principals' experience with and responses to reforms, and suggests implications and further research on metaphors principals use within reform implementation. Keywords: Education reforms; metaphors; sense-making; principals Haciendo conciencia mientras atravesamos la niebla: Las metáforas de los directores dentro de una implementación de la reforma nacional Resumen: La implementación de las reformas nacionales en el ámbito educativo por parte de los directores se asemeja a un paseo salvaje en una montaña rusa al enfrentarse con exigencias contradictorias, que van desde la confusión hasta la ambigüedad. Como agentes de cambio críticos, los directores interpretan y traducen las exigencias de la reforma en prácticas locales a través de un proceso de "generar conciencia". Esta investigación en términos cualitativos exploró 60 procesos de "generación de conciencia" de los Directores de escuelas secundarias, referente a su liderazgo dentro de una reforma nacional a través del uso de metáforas. El análisis de los datos obtenidosarrojo cuatro temas: (a) replantear el papel del director y la autonomía pedagógica; (b) replantear el trabajo del director; (c) replantear la cultura escolar; y (d) replantear las relaciones del director con los maestros. Este estudio amplía el conocimiento actualmente limitado sobre la experiencia de los directores y las respuestas a las reformas, y sugiere implicaciones e incrementar la investigación sobre las metáforas que los Directores usan en la implementación de la reforma. Palabras-clave: Reformas educativas; metáforas; generando conciencia; directores Fazendo consciência à medida que passamos pelo nevoeiro: As metáforas dos diretores dentro de uma implementação da reforma nacional Resumo: A implementação de reformas nacionais no campo educacional pelos diretores é semelhante a um passeio selvagem em uma montanha-russa diante de demandas contraditórias, que vão desde a confusão até a ambiguidade. Como agentes de mudança crítica, os diretores interpretam e traduzem as demandas de reforma nas práticas locais através de um processo de "gerar consciência." .Esta pesquisa, em termos qualitativos, explorou 60 processos de "geração de conscientização" dos diretores das escolas secundárias, referentes à sua liderança den...

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“…However, research demonstrates that policies are not always implemented as intended or with fidelity (Cohen and Hill, 2001;Correnti and Rowan, 2007;Kennedy 2005;Rigby, Woulfin & März, 2016;Rowan and Miller, 2007). According to Young and Lewis (2015), "variation in implementation is the rule, not the exception" (p. 14). Given the complex, individualized nature of special education law, it is not surprising that it is an area of law where variation occurs frequently (O'Laughlin, L., & Lindle, J. C., 2014).…”

Section: Introductionmentioning

confidence: 99%

Were the student’s actions a manifestation of the student’s disability? The need for policy change and guidance

Lewis

2017

EPAA

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Citation: Lewis, M. M. (2017). Were the student's actions a manifestation of the student's disability? The need for policy change and guidance. Education Policy Analysis Archives, 25(50). http://dx.doi.org/10.14507/epaa.25.2880Abstract: Under federal special education law, before a school district may discipline a student with a disability for greater than 10 days, it must first determine whether the student's actions were a manifestation of his or her disability (IDEA, 2004). This requirement, referred to as manifestation determination review (MDR), aims to ensure that students with disabilities do not experience a significant disciplinary change in placement for actions that are caused by their disabilities. This article will discuss the evolution of the legal standard and the policy implications of a study that examined 80 MDR decisions in one large urban school district.

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Educational Policy Implementation Revisited

Cited by 50 publications

References 7 publications

Education policy implementation

Education policy implementation

Making sense while steering through the fog: Principals’ metaphors within a national reform implementation

Were the student’s actions a manifestation of the student’s disability? The need for policy change and guidance

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