ERIC Number: ED405635
Record Type: RIE
Publication Date: 1996-Apr
Evolution of Intentions from State Policy Development to Classroom Implementation: Systems, Subsystems, and Interdependence.
Educational policy does not always translate into programs that are consistent with the policymakers' original intentions. This paper presents findings of a case study that followed the course of a policy developed at the state level to teacher practice at the classroom level. Set in a western state, the study collected data through document review and interviews with 30 individuals associated with state policymaking, the state Department of Education, local school districts, and individual schools. Participants tended to view their subsystems as complete and not within the context of the entire system, which contributed to a decrease in community involvement. The study generated the following hypotheses: (1) Significant change in a system will occur only when the policy windows are open; (2) intentions evolve as a policy moves through the continuum; and (3) individuals who had higher-than-average levels of participation in program implementation demonstrated a higher degree of policy ownership and fidelity to policymakers' intentions than did individuals who were less involved. One figure and one table are included. (Contains 13 references.) (LMI)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996).