REFORMING READING-INSTRUCTION ON MULTIPLE LEVELS - INTERRELATIONS ANDDISCONNECTIONS ACROSS THE STATE, DISTRICT, AND CLASSROOM LEVELS

Although states are increasingly attempting to influence classroom ins truction through government policy, reforming instruction, when seen a s an ecology of games (Firestone, 1989) with each level of the game ha ving its own rules, audiences, and schedules, is often less successful than policymakers envision. This study analyzes one reform by followi ng the games at the stare, district, and classroom levels and illustra tes the ways in which efforts toward reform at these levels are both i nterrelated and disconnected. The study suggests that the often predic table way in which these games are played needs to be considered if fu ture reform efforts are to be successful.