Influential Spheres: Examining Actors’ Perceptions of Education Governance
DOI :
https://doi.org/10.22230/ijepl.2016v11n9a682Mots-clés :
education governance, education policy, state and local perspectivesRésumé
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 emphaseson 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.
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
(c) Tous droits réservés Michael Thier, Joanna Smith, Christine Pitts, Ross Anderson 2017
Cette œuvre est protégée sous licence Creative Commons Attribution - Partage dans les Mêmes Conditions 4.0 International.
Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use after initial publication under the Creative Commons Attribution-Noncommercial-Share Alike 4.0 Unported License.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.