Balancing the Substantive with the Political Agenda: A Case Study.

Autor/in	Edlefson, Carla
Titel	Balancing the Substantive with the Political Agenda: A Case Study.
Quelle	(1993), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Change; Educational Legislation; Educational Policy; Elementary Secondary Education; Governance; Policy Formation; Politics of Education; School Restructuring; State Government; State Legislation; State Officials; Ohio + Suchen Sie Ihr Suchwort? Bildungsreform; Bildungsrecht; Schulgesetz; Politics of education; Bildungspolitik; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Politische Betätigung; Schulreformplan; Schulumwandlung; Bund-Länder-Beziehung; Landesrecht; Member of the government; Regierungsmitglied
Abstract	This paper presents findings of a case study that examined the influences that shaped an Ohio governor's education reform proposals from a vantage point inside the governor's office, during the late 1980s. Data were obtained through document analysis (of the period from fall 1987 to January 1989), interviews with the governor, and a literature review. Three theoretical frameworks are used to analyze the governor's agenda-setting actions: Light's (1991) analysis of policy costs; Ripley and Franklin's (1980) concept of the subgovernment; and Kingdon's (1984) policy windows. Under the headings of "credit versus content" and "credibility versus control," several conclusions are made. First, policy entrepreneurs who are ready with reform proposals when the policy window opens are likely to get their proposals enacted. Second, the following outcomes are likely when the iron triangle of subgovernment is broken: Education representatives have no more credibility than anyone else; they may have less credibility; nobody is completely in control; and politicians know how to jump ahead of the process and look like leaders. Two tables are included. (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC