By Douglas E. Mitchell, Robert L. Crowson, Dorothy Shipps
Shaping schooling Policy is a accomplished evaluate of schooling politics and coverage throughout the such a lot turbulent and speedily altering interval in American heritage. revered students overview the historical past of schooling coverage to provide an explanation for the political powers and techniques that form schooling this day. Chapters hide significant topics that experience inspired schooling, together with the civil rights stream, federal involvement, the responsibility flow, kinfolk selection, and improvement of nationalization and globalization. subsidized by way of the Politics of schooling organization, this edited assortment examines the tumultuous shifts in schooling coverage during the last six a long time and tasks the most likely way forward for public schooling. This e-book is an important source for knowing the evolution, present prestige, and chances of academic coverage and politics.
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Extra info for Shaping Education Policy: Power and Process
Example text
Crowson, Claire E. Smrekar, and Jo Bennett 238 PART VI Looking to the Future of Public Schooling 257 12 The Politics of Educational Reform: Idea Champions and Policy Windows Dorothy Shipps 259 13 What Have We Learned about Shaping Education Policy? Douglas E. Mitchell, Dorothy Shipps, and Robert L. Crowson 286 Contributor Biographies 297 Index 303 FOREWORD Paul Peterson In the late 1950s, the American educational system was the envy of the world. Though it had many warts—southern schools were racially segregated, disabled students were excluded, and school facilities were often hopelessly inadequate— the nation’s schools could boast a larger high school graduation rate than that of any other major industrial country.
Borrowing from Williamson’s (Williamson & Masten, 1999) conceptualization of “transaction costs,” House identifies three explicit transaction cost problems that limit the willingness and ability of educators to incorporate the changes that seemed so compelling to policy makers. First, he argues, like all ordinary mortals, educators respond to opportunities or mandates for change in professional practice in “opportunistic” ways. That is, they seek to keep demands on their time and effort to a manageable level and will generally make a cost/benefit analysis of policy demands and find that failing to comply with policy expectations often results in reduced workloads and no noticeable costs to work satisfaction.
Acceptance of membership in a corporate community, development of specialized functional roles, coordination through a central executive function, adaptations deployed to create a symbiotic relationship between the organization and its environment were all held together by cultural myths and ritualized actions providing participants with a sense of identity and community as the organization moved through history to maintain itself and socialize new generations of participants into its coordinated action system.
