Precursors to Policy Innovation: How Tennessee Entered Race to the Top

Autor/in	Finch, Maida A.
Titel	Precursors to Policy Innovation: How Tennessee Entered Race to the Top
Quelle	In: Peabody Journal of Education, 87 (2012) 5, S.576-592 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2012.723499
Schlagwörter	Educational Policy; Educational Innovation; State Legislation; Interviews; Public Officials; Financial Support; Educational Finance; Educational Change; Political Influences; Academic Achievement; Low Income; Minority Groups; Education Work Relationship; Labor Force Development; Job Skills; Low Achievement; Tennessee + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Instructional innovation; Bildungsinnovation; Landesrecht; Interviewing; Interviewtechnik; Finanzielle Förderung; Bildungsfonds; Bildungsreform; Political influence; Politischer Einfluss; Schulleistung; Niedriglohn; Ethnische Minderheit; Arbeitskräftebestand; Produktive Fertigkeit; Unterdurchschnittliche Leistung
Abstract	This article examines the education policy environment in Tennessee that preceded a comprehensive reform bill enacted to enhance the state's Race to the Top application. Through interviews with key policymakers in Tennessee, I describe how recent reform efforts undertaken at the state level positioned Tennessee as a strong contender for the Race to the Top funding. My analysis is framed by Mazzoni's (1991) conceptualization of precursors to policy innovation, and my findings reframe this theory to include an additional stimulus for major change. In doing so, I renew attention to education policymaking initiated at the state level and offer an expanded explanation for the political context that precipitates innovation. (Contains 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10