Instructional Policy Into Practice: “The Power of the Bottom Over the Top”

Abstract

The case studies of policy implementation presented in this issue of EEPΛ are impor­ tant for many reasons. They look carefully and thoughtfully at the manifestations of an important policy change where it matters most—in the classroom—and they strive to do so from the joint vantage points of the policy and the teachers whose teaching it in­ tends to change. The work of these investiga­ tors contributes to and strengthens a newly emerging paradigm for policy analysis—one