External Reform Initiatives and Teachers' Efforts to Reconstruct Their Practice: The Mediating Role of Teachers' Zones of Enactment

Item

Title

External Reform Initiatives and Teachers' Efforts to Reconstruct Their Practice: The Mediating Role of Teachers' Zones of Enactment

Abstract/Description

This paper considers the interplay of teachers' capacity and will to reconstruct their mathematics practice with teachers' incentives and opportunities to learn as these are mobilized by the school system and agencies beyond the formal system. Comparing those teachers in the study who had changed the core of their practice substantially with those teachers who had not, it is argued that teachers' zones of enactment play a crucial role in their implementation of instructional reform. The zones of enactment of those teachers who had changed the core of their practice are characterized and it is conjectured that the extent to which teachers revise their practice will depend on the characteristics of their zones of enactment.

Author/creator

Spillane, James P.

Date

1999

In publication

Journal of Curriculum Studies

Volume

31

Issue

2

Pages

143-175

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Empirical

Open access/full-text available

en Yes

Peer reviewed

en Yes

ISSN

0022-0272

DOI

10.1080/002202799183205

URL

Official Publisher's Webpage (Taylor & Francis)

Full-text PDF Shared by Author (ResearchGate)

Citation

Spillane, J. P. (1999). External Reform Initiatives and Teachers’ Efforts to Reconstruct Their Practice: The Mediating Role of Teachers’ Zones of Enactment. Journal of Curriculum Studies, 31(2), 143–175. https://doi.org/10.1080/002202799183205

Cited in

Scale and Sustainability of Education Innovation and Improvement

Item sets

OB Citations - Scale and Sustainability of Education Innovation and Improvement

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