Literaturnachweis - Detailanzeige
| Autor/inn/en | Wallace, Mike; Pocklington, Keith |
|---|---|
| Titel | Slipping through the Cracks: Policy Interaction and Implementation of School Reorganisation Initiatives. |
| Quelle | (1998), (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Educational Administration; Educational Change; Educational Policy; Elementary Secondary Education; Foreign Countries; Government School Relationship; Policy Formation; Resistance to Change; School Administration; School Based Management; School Effectiveness; United Kingdom (England) |
| Abstract | This paper explores how a policy, that itself becomes the object of analysis, can be embedded within a wider nexus of policies that interact with it, thus affecting the course of its implementation. The research for the paper was built on a pilot study of a merger among three schools. The merger demonstrated how policies originating from the massive central government education reform program had acted as a major constraint on implementation of the merger itself. The paper outlines the study's research design and conceptual framework, and a typology of factors is put forward that relates to other externally initiated policies--policies that were developed from the pilot-study findings. Some examples of factors are explored, followed by a consideration of using such a typology as a basis for further research. The methods of investigation included: focused, interpretive case studies; over 300 semistructured interviews; and a collection of documents at the local education authority level and at the school level. The findings show that the influence of other policies on implementation of the reorganization policy heavily influenced the context of implementation. These policies mostly inhibited implementation of reorganization and policies connected with the central government's education reform program. (Contains 18 references and 3 tables.) (RJM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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