Literaturnachweis - Detailanzeige
Autor/inn/en | Hardy, Ian; Campbell, Todd |
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Titel | Developing and Supporting the Next Generation Science Standards: The Role of Policy Entrepreneurs |
Quelle | In: Science Education, 104 (2020) 3, S.479-499 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Hardy, Ian) ORCID (Campbell, Todd) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0036-8326 |
DOI | 10.1002/sce.21566 |
Schlagwörter | Science Instruction; Standards; Educational Policy; Entrepreneurship; Educational Change; Teacher Attitudes; Politics of Education; Political Attitudes; Accountability; Teaching Methods; Teacher Role Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Standard; Politics of education; Bildungspolitik; Unternehmungsgeist; Bildungsreform; Lehrerverhalten; Educational policy; Political attitude; Politische Einstellung; Verantwortung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle |
Abstract | Drawing upon interviews with key actors involved in the development of and support for the Next Generation Science Standards (NGSS) in the United States, this article shows how a potentially controversial reform came to be actively supported by senior educators. We utilize Kingdon's (2003, "Agendas, alternatives, and public policies," 2nd ed.) concept of policy entrepreneurs to highlight how these educators navigated a complex and contested policy and political environment. We reveal the cogency of Kingdon's argument that specific agendas are dependent upon the "coupling" of particular problems with relevant policies and political support. However, at particular moments in time, the findings also show how those engaged in the NGSS found it beneficial to "uncouple" federal accountability agendas that would have limited support for the NGSS. (As Provided). |
Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |