View/Open - Drake University
View/Open - Drake University
View/Open - Drake University
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institute fundamental change in their classroom practices by tacking reforln on to existing<br />
ways of doing things (Cohen & Hill, 2001). Fairman and Firestone (2001) found "The<br />
evidence to date suggests that most teachers incorporate only some aspects of the standards<br />
into their practice and that the changes they make typically center on the content of lessons<br />
more than on the instl.ucliona1 strategies or goals for student learning" (p. 126). The hesitancy<br />
to implement as planners had envisioned might signal their concern that new practices are not<br />
as effective as the ones currently in place.<br />
An additional lesson learned about policy implementation is the fluidity of the event.<br />
Bay, Revs. - . and Reys ( 1999) noted. "Making major curricular change is like bicycling in the<br />
mountai~ls: you work hard to master one challenge only to meet another" (p. 501).<br />
McLaughlin ( 1987) stated. "e17en the best planned. best supported. and most promising policy<br />
initiati\.e$ depend on u.hat happens as indi\.iduals throughout the policy s!rstenl interpret and<br />
act OII them" (p. 172).<br />
Follou,ing rhc line ol'rerl\aning that implementation is evolutionary rather than a top-<br />
tf(n4.n 01-cic,ring. \laicme and \I'~lda\.sk~ ( 1977) make the point that en\.ironrnental (local)<br />
i\\~lc\ 1;)s both the in>ti~iltic~n and the indi\.idual practitioners make implementation an on-<br />
gcjlng p1.oCc4\ \! hcrc c'\.cr!. ~~ction c;in potenriail!. chanse lneaning. .As the process unfolds.<br />
nc\\ cl~;illc.ngc\ cmcsgc. ?'he f.i~ililrc ro recozniz.e hidden constraints during the planning stafe.<br />
on1 !. ro ha\ c 1llc111 di\co\.c'rttcl \\.ell ilit(> the illlplcr1it'n131ic~n phase \!.as found to be paniculurl!.<br />
~~.cj~~l~lc\cr~ilc.. I!l~llc~l.c ;\nit \I~.L;iu~hlin ( 19s') ~incl Subiltirr and \lnzrnnni~ln ( 19SO) identified<br />
I L ~ I I IC I I ~ I I I<br />
I I I J S .<br />
I\\LIL*~<br />
01. L I I I L I ~ I ~ \ ~ ; I I ~ tll~ c I ~ I ~ ~<br />
CXICSI~;~~<br />
p~li~!. \.;~I.I;~~Ic,<br />
Onl!. atirr rhs ~ompli3nc.t.<br />
of \! 1l;lt is he ~1~3nc.<br />
tlieri lei~r~iins the<br />
I ~ L * ~ ~ ~ I ~ I . ~ 1'01. I ~ I ~1~~1~1.1llili1llg<br />
~ ' I I I ~ pl.osl.;l[llllli~l? call II~C~\.C 011 illtt'r1l;ll clu:lli(!'
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