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Based on a socio-cultural perspective on educational policy as practice, this study used interviews, classroom observations and document analysis to investigate the case of four teachers' implementing an educational policy and implications of their practices for first and second grade students' access to, performance and retention in school, especially girls. Results revealed that a) teachers interacted mainly with the pedagogical and the content knowledge; b) the classroom atmosphere was moredoi:10.15027/34870 fatcat:yhsccyt7cnf3pf2ht2emdgljcy