Policy Implementation and Cognition: Reframing and Refocusing Implementation Research

TLDR

Education policy implementation is notoriously difficult, and a key cognitive challenge is whether implementers understand and adapt their practice, potentially altering beliefs and attitudes. The article develops a cognitive framework for sense‑making in implementation and reviews how cognitive science can further contribute to education policy research. The authors synthesize theoretical and empirical literature to construct a cognitive perspective on implementation.

Abstract

Education policy faces a familiar public policy challenge: Local implementation is difficult. In this article we develop a cognitive framework to characterize sense-making in the implementation process that is especially relevant for recent education policy initiatives, such as standards-based reforms that press for tremendous changes in classroom instruction. From a cognitive perspective, a key dimension of the implementation process is whether, and in what ways, implementing agents come to understand their practice, potentially changing their beliefs and attitudes in the process. We draw on theoretical and empirical literature to develop a cognitive perspective on implementation. We review the contribution of cognitive science frames to implementation research and identify areas where cognitive science can make additional contributions.