Policy Implementation: Integrating the Personal and the Social

Margaret Walshaw, Glenda Anthony


Reforms in education have repeatedly been confronted with the challenge of policy
implementation. Recent initiatives in mathematics are no exception. Pressing for
fundamental and complex changes to pedagogy, the initiatives demand much from
teachers. In this article, we propose a conceptual frame for understanding how
teachers and schools work to transform instructional practice. In integrating two
aspects usually considered independently in research, we explore the way in which
teachers make sense of the reforms, and the means by which schools make
implementation possible for teachers. Our investigation focuses on two teachers, and
explores how both attempt to enact the spirit of a national numeracy project. The
exploration provides important insights about patterns of change in pedagogy that
follow on from large-scale reform.


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