Culture, Politics, and Policy Interpretation: How Practitioners Make Sense of a Transfer Policy in a 2-Year College

Autor/in	Chase, Megan M.
Titel	Culture, Politics, and Policy Interpretation: How Practitioners Make Sense of a Transfer Policy in a 2-Year College
Quelle	In: Educational Policy, 30 (2016) 7, S.959-998 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904814563382
Schlagwörter	Technical Institutes; Two Year Colleges; Two Year College Students; Transfer Policy; Case Studies; Urban Schools; Policy Formation; Educational Policy; Equal Education; Comprehension; Race; Power Structure; Social Environment; Educational Change; Resistance to Change; Qualitative Research; Mixed Methods Research; Policy Analysis; Institutional Characteristics; Program Implementation; Technical Education; Wisconsin + Suchen Sie Ihr Suchwort? Technische Fakultät; Case study; Fallstudie; Case Study; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Politische Betätigung; Politics of education; Bildungspolitik; Verstehen; Verständnis; Rasse; Abstammung; Soziales Umfeld; Bildungsreform; Qualitative Forschung; Politikfeldanalyse; Technikunterricht
Abstract	Understanding how educational practitioners make sense of and subsequently implement policy has been an increasingly important objective of the K-12 research community. This study extends this research into higher education via an in-depth case study of an urban public 2-year technical college. Drawing on sensemaking theory and critical policy analysis, five primary factors are discussed that significantly influence policy interpretation. These factors include common fixtures within higher education, such as institutional identity and self-interest, and other factors, such as national narratives and perceptions of the target population. The findings also suggest that policy interpretation can influence whether a policy improves equity or maintains the status quo. Finally, by highlighting the roles of race and power within this social context, this study identifies critical implications for how policy can be successfully implemented or, as in this case, resisted and opportunistically disregarded. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01