Reforming Reading Instruction on Multiple Levels: Interrelations and Disconnections Across the State,District,and Classroom Levels

Abstract

Although states are increasingly attempting to influence classroom instruction through government policy, reforming instruction, when seen as an ecology of games (Firestone, 1989) with each level of the game having its own rules, audiences, and schedules, is often less successful than policymakers envision. This study analyzes one reform by following the games at the state, district, and classroom levels and illustrates the ways in which efforts toward reform at these levels are both interrelated and disconnected. The study suggests that the often predictable way in which these games are played needs to be considered if future reform efforts are to be successful.