Alignment and Accountability in Policy Design and Implementation
Alignment and Accountability in Policy Design and Implementation
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政策设计和实施中的一致性和问责制
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
James P. Spillane
中科院分区：
文献类型：
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作者：
C. Coburn;H. Hill;James P. Spillane
无论是共同核心国家标准（CCSS）和最近的努力，使学校和教师的责任已经在从业者，政策制定者和广大公众的激烈辩论。大部分的辩论集中在这些举措的优点和缺点，以及它们所代表的改革教学和学习的一般方法。在这篇文章中，我们专注于一个不同的问题，即有机会推进研究的政策实施所提供的相互交织的性质的CCSS和问责制的努力。认为这是至关重要的利益相关者，无论他们的立场上的任何改革，了解是否以及如何影响课堂教学和学习，我们概述了研究议程的要素，以产生重要的知识，未来的教学政策的设计。要做到这一点，我们认为，实施研究议程需要建立在（而不是重塑）从过去的实施奖学金教学政策的世纪的经验教训。为此，我们回顾了基于标准的改革实施研究的理论和实证见解，并概述了教育政策实施的潜在理论检验研究的具体途径。
Both the Common Core State Standards (CCSS) and recent efforts to hold schools and teachers accountable have been hotly debated among practitioners, policymakers, and the public at large. Much of the debate centers on the merits and demerits of these initiatives and the general approach they represent to reforming teaching and learning. In this article, we focus on a different issue, that is, the opportunity to advance research on policy implementation afforded by the intertwined nature of CCSS and accountability efforts. Arguing that it is essential for stakeholders, regardless of their stance on either reform, to understand whether and how both influence classroom teaching and learning, we outline elements of a research agenda to generate knowledge important to the design of future instructional policies. For this to happen, we argue that an implementation research agenda needs to build on (rather than reinvent) lessons learned from the past quarter century of implementation scholarship on instructional policy. To that end, we review theoretical and empirical insights from implementation research on standards-based reform and outline specific avenues for potential theory testing research on educational policy implementation.