Building Strength in Chicago: Setting the Local and National Computer Science Agendas

Autor/inn/en	Johnson, Mark; Wachen, John; McGee, Steven
Titel	Building Strength in Chicago: Setting the Local and National Computer Science Agendas
Quelle	In: Journal of Educational Leadership and Policy Studies, 6 (2022) 2, (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2473-2826
Schlagwörter	Elementary Secondary Education; Elementary School Students; High School Students; Computer Science Education; Student Participation; Influences; Adoption (Ideas); Local Issues; Capacity Building; Public Schools; Educational Policy; Federal Aid; Federal Programs; Advocacy; Illinois (Chicago) + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Computer science lessons; Informatikunterricht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Influence; Einfluss; Einflussfaktor; Ideas; Ideenfindung; Public school; Öffentliche Schule; Politics of education; Bildungspolitik; Sozialanwaltschaft
Abstract	We used Manna's theory on borrowing strength to examine the influence of local and national idea champions seeking to broaden the participation of K-12 students in computer science. Concepts from Manna's model were applied to analyze interview data gathered from idea champions at the national and local levels. We identified examples of borrowing strength that not only highlighted the importance of individual policy entrepreneurs but also elevated the importance of community building. We introduce the concept of building strength to highlight how idea champions strategically supported capacity-building activities at a different level in the federal system prior to borrowing strength. (As Provided).
Anmerkungen	Southern Connecticut State University. 501 Crescent Street, New Haven, CT 06515. e-mail: 203-392-7278; Web site: https:/go.southernct.edu/jelps/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01