2004/11/01 by Meredith I. Honig, Thomas C. Hatch, Thomas Hatch · 10 citations
Decision Sciences · Social Sciences · #Educational Assessment and Improvement #Evaluation and Performance Assessment #Public Policy and Administration Research
paper · doi:10.3102/0013189x033008016
“Policy coherence” is an often cited but seldom achieved education policy goal. We argue that addressing this policy-practice gap requires a reconceptualization of coherence not as the objective alignment of external requirements but as a dynamic process. This article elaborates this re-conceptualization using theories of institutional and organizational change and empirical illustrations from literature on school reform and education policy implementation. We define coherence as a process, which involves schools and school district central offices working together to craft or continually negotiate the fit between external demands and schools’ own goals and strategies. Crafting coherence includes: schools setting school-wide goals and strategies that have particular features; schools using those goals and strategies to decide whether to bridge themselves to or buffer themselves from external demands; and school district central offices supporting these school-level processes. This definition suggests new directions for policy research and practice.