State Policy and the Non-Monolithic Nature of the Local School District:                Organizational and Professional Considerations

Spillane, James P.

doi:10.3102/00028312035001033

Cited by 209 publications

(189 citation statements)

References 21 publications

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“…For example, school districts have complex organizational structures, with multiple divisions and multiple levels. This structure tends to foster the development of different points of view as those in different parts of the district have different disciplinary backgrounds, work roles, and ways that they focus their attention (Coburn et al, 2009;Spillane, 1998). This raises questions about whom in the district one should partner with and how to coordinate across multiple goals and agendas that are present in the district (Coburn & Stein, 2010).…”

Section: What Do We Know About the Dynamics Of Rpps?mentioning

confidence: 99%

Research–Practice Partnerships in Education

Coburn

Penuel

2016

Educational Researcher

626

347

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Policymakers, funders, and researchers today view research-practice partnerships (RPPs) as a promising approach for expanding the role of research in improving educational practice. Although studies in other fields provide evidence of the potential for RPPs, studies in education are few. This article provides a review of available evidence of the outcomes and dynamics of RPPs in education and related fields. It then outlines a research agenda for the study of RPPs that can guide funders' investments and help developing partnerships succeed.

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Section: What Do We Know About the Dynamics Of Rpps?mentioning

confidence: 99%

Research–Practice Partnerships in Education

Coburn

Penuel

2016

Educational Researcher

626

347

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“…The mere existence of evidence does not, however, necessarily lead to it being taken into account in decision-making processes (Rich & Oh, 2000;Pollit, 2006). The concrete process of considering evidence in processes of educational policy making is rarely examined in the existing studies (Kennedy, 1982a, b;Hannaway, 1989;Spillane & Jennings, 1997;Spillane, 1998;Honig, 2003).…”

Section: Insights From the European And American Areasmentioning

confidence: 99%

“…In these cases, important aspects of the evidence might be lost, or the process can result in a form of evidence that administrators may be able to use to come to a decision. Spillane (1998) has studied these processes in the context of introducing scientifically based standards for mathematics, reading and the sciences. According to these studies, central office administrators tended to view those standards through the lens of their pre-existing conceptions of curriculum and instruction.…”

Section: Insights From the European And American Areasmentioning

confidence: 99%

Evidence-Based Education Policy: Lip Service or Common Practice? Empirical Findings from Germany

Dedering

2009

European Educational Research Journal

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Since the late 1990s, it has been the practice in Germany that decisions in educational policy and educational administration should primarily be subject to evidence in terms of reliable empirical data. However, little research has been conducted so far as to the question of how actors in charge receive and process the existing data, and how they use them in decision-making processes. In this article, new empirical findings are presented concerning the way in which the reception and processing of educational scientific evidence is currently carried out. Moreover, differences in the use of data within the last decade are revealed. Relating to an explorative study that consists of 12 qualitative interviews with ministerial personnel in four German school ministries, the findings generally indicate that evidence-based educational policy in Germany is less a matter of paying lip service, but rather increasingly becoming common practice. On the whole, the findings indicate an increasing routine and a more professional treatment of the demands for processing data. All of the school ministries reveal approaches towards systematising the use of data.A few years later than in other European countries and countries outside Europe, the 'empirical shift' in educational policy in Germany occurred in the late 1990s (Lange, 1999). According to the demand that has since been practice, decisions in educational policy and educational administration are no longer solely subject to the scope of knowledge and experience of the bodies in charge, but they are primarily subject to evidence. Thus, they are to be made on an empirical basis, scientifically grounded on the basis of reliable data. The actions of the respective agents are thus considered to be more effective and efficient, and governing activities optimised.In order to generate the necessary database, a general strategy for the area of school educational monitoring was agreed on by the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany (Kultusministerkonferenz -KMK [1]) in 2006. This strategy includes: (1) regular participation in international large-scale assessment studies; (2) centralised national tests for examining the achievement of educational standards (at school levels 4, 9 and 10); (3) comparative tests for examining the achievement of educational standards regarding individual schools (at different levels); and (4) a joint educational reporting system. Furthermore, the Länder have introduced school inspection systems and educational reporting at the state level.However, little research has been conducted in Germany so far as regards the question of how actors in educational policy and educational administration receive and process the existing data, and how they use them in decision-making processes. New empirical findings in this regard are presented in this article, relating to an explorative study on how the reception and processing of educational scientific evidence is currently carr...

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“…The research team continuously checked the accuracy of the researchers' coding by reviewing the coding rubrics and coded data. We acknowledge that, although not included in this study, district administrators (Spillane 1998) and science teachers (Shulman 1987) play an integral role in creating and implementing policy to improve science teacher quality.…”

Section: Resultsmentioning

confidence: 99%

“…Although federal and state policy makers provide guidelines for districts and schools, it is essential that federal and state policy consider local school implementation issues. Conversely, district and school leaders need to understand the rationale and fit between the federal and state policies and local school goals in order to create their own policy solutions (Jones 2003;Spillane 1998). This dynamic process, in which stake holders from various levels ''assume control'' (Fuhrman and Elmore 1990), ''craft coherence'' (Honig 2004), and ''level the playing field'' (Hall 1992), transforms existing policies and creates new ones that more powerfully address the issue of science teacher quality.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Getting from Here to There: The Roles of Policy Makers and Principals in Increasing Science Teacher Quality

Shen

Gerard

Bowyer

2010

Journal of Science Teacher Education

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In this study we investigate how federal and state policy makers, and school principals are working to improve science teacher quality. Interviews, focused discussions, and policy documents serve as the primary data source. Findings suggest that both policy makers and principals prioritize increasing incentives for teachers entering the science teaching profession, providing professional development for new teachers, and using students' data to evaluate and improve instruction. Differences between the two leadership groups emerged in terms of the grain size and practicality of their concerns. Our findings indicate that the complexity of educational challenges to improve science teacher quality call for the co-construction of policy by multiple constituent groups including school principals, federal and state policy makers, and science education researchers.

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State Policy and the Non-Monolithic Nature of the Local School District: Organizational and Professional Considerations

Cited by 209 publications

References 21 publications

Research–Practice Partnerships in Education

Research–Practice Partnerships in Education

Evidence-Based Education Policy: Lip Service or Common Practice? Empirical Findings from Germany

Getting from Here to There: The Roles of Policy Makers and Principals in Increasing Science Teacher Quality

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