Coburn (Univ. of California, Berkeley) and Stein (Univ. of Pittsburgh), both education policy scholars, offer an insightful collection of empirical examples in which social and education theory has informed educational policy. This book's strength is its critical account of contexts where theory succeeded or failed to make long-lasting educational change. Vignettes contribute to the four useful policy perspectives: innovation-focused partnerships, tools for enabling theory into practice, conditions for knowledge development, and approaches for school districts to use research in decision making. The focus is a practical one.A useful entry point for theory-focused researchers wishing to join policy conversations. The strongest section deals with approaches to introducing theory into school district decision making.

Yet, readers will find value throughout, as the book's central aim is to identify situations in which researchers' findings have resonated with educational decision makers so that theoretical perspective became part of policy making. The book could prove essential to those studying policy and curriculum theory in education, as well as public policy or administration researchers. Summing Up: Highly recommended.spective became part of policy making. The book could prove essential to those studying policy and curriculum theory in education, as well as public policy or administration researchers. Summing Up: Highly recommended.spective became part of policy making. The book could prove essential to those studying policy and curriculum theory in education, as well as public policy or administration researchers.

Summing Up: Highly recommended.spective became part of policy making. The book could prove essential to those studying policy and curriculum theory in education, as well as public policy or administration researchers. Summing Up: Highly recommended.