In this article I review the literature on a topical issue in education generally and curriculum implementation in particular, namely why it is so difficult to translate policy in practice. How do we come to understand policy and its link(s) to what actually happens inside classrooms? I locate the inquiry within the broader literature on educational change and summarise salient aspects of literature related to schools, educational change and implementation. I conclude by suggesting strategies that could soften the boundaries between policy and practice.
From: Perspectives in Education, Vol. 25 (4), December 2007
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