The International Observatory on Academic Achievement - Documentary search

File number :
CS-APE-07e

Bibliographic reference :
Odden, A.R., (1991). New Patterns of Education Policy Implementation and Challenges for the 1990s. In A.R. Odden (Ed), Educational Policy Implementation (pp.297-327). New York: State University of New York Press.

Abstract :

Context and Purpose of Text
Research on implementation has revealed that educational policies influence the behaviour of the local players involved. However, changes in behaviour do not necessarily influence the academic achievement of students. The challenge of educational reform in the U.S. in the 1990s consisted of implementing programs in schools for the purpose of improving student performance. According to the author, this required an analysis of the micro-implementation process, a process focused on the substance of the reform and on local changes. The purpose of this chapter is to provide an understanding of the essential components of the local change process that make it possible to implement reform programs effectively.

 

Key Components of Micro-implementation in the 1980s
Contrary to all expectations, implementation was rapidly and easily integrated into environments. There were four main reasons for this: 1) consensus on the changes required and the urgency of the situation, 2) a will shared by both the state and schools to apply program curriculum and teaching, 3) organizational changes, and 4) the competence of teaching staff and their willingness to participate actively.

 

Eight Requirements for Successful Implementation
1)  Investing considerable efforts;
2)  Focusing on micro-implementation;
3) Using programs that were the object of prior research and generated positive outcomes instead of locally-created programs;
4) Considering the possibility that top-down initiatives devised by high authorities above schools could work;
5)  Obtaining support, information and engagement from authorities and people in charge;
6) Getting teachers involved in the application of implementation strategies;
7) Acquiring extensive, intensive, relevant and specific assistance to foster learning about the new strategies in place; and
8)  Getting teachers engaged in the process.

 

Conclusion
Among other things, the author stresses the effect of state initiatives on the behaviour of local players. He shows how important it is to implement programs that will affect all students. In addition, he notes how understanding the change process has evolved in schools. The author accounts for recent discoveries concerning the essential components of the change process such as its objectives, and concerning teacher professionalization concepts that emerged during the 1980s. Lastly, Odden notes that some state policies can affect the substance and process of local reforms.

Key Words :
Implementation, Educational Policy, School Reform, Teaching, Curriculum, School Restructuring, Local Changes, Implementation Strategies

Monitored Countries :
United States