Policy implementation and cognition: Reframing and refocusing implementation research

• Published in: Review of educational research Vol. 72; no. 3; pp. 387 - 431
• Main Authors: Spillane, James P, Reiser, Brian J, Reimer, Todd
• Format: Journal Article
• Language: English
• Published: Thousand Oaks, CA American Educational Research Association 01.10.2002; Sage Publications
• Subjects: Academic Standards; Attitudes; Beliefs; Bildungspolitik; Classrooms; Cognition; Cognitive models; Cognitive Processes; Cognitive Psychology; Cognitive science; Cognitive Structures; Compliance (Psychology); Durchführung; Education policy; Education reform; Educational Change; Educational Policy; Educational reform; Educational research; Einstellung (Psy); Elementary Secondary Education; Forschungsstand; Information Processing; Intergovernmental relations; Interpersonal Relationship; Learning; Lehrer; Literaturbericht; Mathematics education; Mathematics teachers; Policy Analysis; Prior Learning; Program Implementation; Public Policy; Reform; Reform Efforts; Resistance (Psychology); School Restructuring; Schulpolitik; Social Cognition; Social Environment; Social Psychology; State Action; State Policy; Stimuli; Strategy implementation; Teachers; Teaching methods; Unterricht; Unterrichtsprozess; USA; classroom practice; school reform; policy implementation; intergovernmental relations; education policy
• ISSN: 0034-6543; 1935-1046
• DOI: 10.3102/00346543072003387

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.