The purpose of this study is to explore schema theory and to analyze the problems of school administrators’ cognition in the policy implementation stage. It discovers the gap of implementation attributing to honest misunderstandings rather than willful resistances. Most of the traditional policy researches focused on the discussion of implementation factors,modules, and degrees, or concluded factors of failures due to less policy messages or inadequate communication. Hence the article introduces the schema theory, and concern the relationship between schema operation and implementation.It further discusses how to gather some resources in making sense of policy from the perspectives of interactive policy-making. Finally, I promote its implications, just like applying story-leadership, distributed leadership; making sense of the policy in practice; facilitating prospective transformation of learning; monitoring cognition and transforming attentionwere provided for references to school educators. |