External reform initiatives and teachers' efforts to reconstruct their practice: The mediating role of teachers' zones of enactment

Curriculum‐making in school and college: the case of hospitality

“…This points to a concern that there is more continuity than change in what goes on in schools and colleges (e.g. Cuban, 1988;Sarason, 1990;Helsby, 1999;Lang et al, 1999;Spillane, 1999;Goodson, 2004). Here continuity at one level ensures diversity, given the different organisational and subject cultures within the education system.…”

Is alignment enough? Investigating the effects of state policies and professional development on science curriculum implementation

“…In the late 1950s, when the National Science Foundation first funded the design of hands-on science materials for schools, curriculum developers became frustrated by what they saw as teachers' failure to enact curricula in ways that reflected an understanding of the structure of scientific disciplines (Bruner, 1960). More recently, learning sciences researchers engaged in curriculum development projects have found that teachers using reform-oriented curriculum materials enact them either to a limited extent or in ways that do not reflect the intentions of designers (Brown & Campione, 1996;Reiser et al, 2000;Songer, Lee, & Kam, 2002;Spillane, 1999). These observations about science curriculum implementation are similar to observations made about reading and mathematics programs, where concern about implementation and the consequences of poor implementation on impacts on student outcomes are recurring themes in evaluation studies (Rowan, Camburn, & Correnti, 2004;Sarama, Clements, & Henry, 1998).…”

“There’s No Book and There’s No Guide”: The Expressed Needs of Qallunaat Educators in Nunavut

“…An obligatory, paid orientation could start each school year to compensate for the probable lack of extensive multicultural and ESL training in applicants' and current teachers' backgrounds. Ongoing inservicing will be needed to support this beginning (Spillane, 1999), and in order to address needs of educators as they arise throughout the year. This could be modelled after Tompkins' (1998) approach, where the District Education Authority approved bi-weekly early closures, and where Inuit and Qallunaat staff learned from each other.…”