NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ836492
Record Type: Journal
Publication Date: 2007
Pages: 18
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-1442-3901
Policy Implementation: Integrating the Personal and the Social
Walshaw, Margaret; Anthony, Glenda
Mathematics Teacher Education and Development, v8 p5-22 spec iss 2007
Reforms in education have repeatedly been confronted with the challenge of policy implementation. Recent initiatives in mathematics are no exception. Pressing for fundamental and complex changes to pedagogy, the initiatives demand much from teachers. In this article, we propose a conceptual frame for understanding how teachers and schools work to transform instructional practice. In integrating two aspects usually considered independently in research, we explore the way in which teachers make sense of the reforms, and the means by which schools make implementation possible for teachers. Our investigation focuses on two teachers, and explores how both attempt to enact the spirit of a national numeracy project. The exploration provides important insights about patterns of change in pedagogy that follow on from large-scale reform. (Contains 1 footnote.)
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: mted@merga.net.au; Web site: http://www.merga.net.au/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand