Influential Spheres: Examining Actors' Perceptions of Education Governance

Autor/inn/en	Thier, Michael; Smith, Joanna; Pitts, Christine; Anderson, Ross
Titel	Influential Spheres: Examining Actors' Perceptions of Education Governance
Quelle	In: International Journal of Education Policy and Leadership, 11 (2016) 9, (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-5062
Schlagwörter	Governance; Educational Policy; Case Studies; Program Implementation; State Government; Semi Structured Interviews; Government Role; School District Autonomy; Administrators; Governing Boards; Coding; Curriculum Implementation; Barriers; Intervention; Budgets; Teacher Evaluation; Teacher Certification; State Boards of Education; Labor Turnover; Qualitative Research; California; Indiana; Kentucky; Ohio; Oregon; Tennessee + Suchen Sie Ihr Suchwort? Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Politics of education; Case study; Fallstudie; Case Study; Bund-Länder-Beziehung; School district; School districts; Autonomy; School autonomy; Schulautonomie; Governing body; Governing bodies; Leitungsgremium; Codierung; Programmierung; Finanzhaushalt; Teacher appraisal; Lehrerbeurteilung; Qualitative Forschung; Kalifornien
Abstract	Many layers of education governance press upon U.S. schools, so we separated state actors into those internal to and those external to the system. In the process, we unpacked the traditional state-local dichotomy. Using interview data (n = 45) from six case-study states, we analyzed local leaders', state-internal actors', and state-external players' perceptions of implementation flexibility and hindrances across several policy areas. We observed how interviewees' spheres of influence linked to which policy areas they viewed as salient or not, and their relative emphases on "who" and "what" within state education systems contributed to implementation flexibility and/or hindrances, and "how" these factors played out. We found important differences by sphere: the local sphere produced the most coherent findings, and state-internal was least coherent. We discuss implications for education governance research, applications for practitioners and policymakers, and a methodological contribution. (As Provided).
Anmerkungen	PDK International, Faculty of Education at Simon Fraser University, and College of Education and Human Development at George Mason University. Web site: http://journals.sfu.ca/ijepl/index.php/ijepl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01