Policy Studies for Educational Leaders An Introduction
, by Fowler, Frances C.Note: Supplemental materials are not guaranteed with Rental or Used book purchases.
- ISBN: 9780132678117 | 013267811X
- Cover: Hardcover
- Copyright: 3/14/2012
In this Fourth Edition of renowned authority Frances Fowler's Policy Studies for Educational Leaders,future educational leaders and actual K-12 administrators get a solid, comprehensive grounding in education policy and the policy process and the important political theories upon which it is based. Included is essential background information about the cultural, economic, demographic, and institutional roots of educational policy and an incisive look at the history of educational policy.
Frances Fowler worked as a classroom teacher in Tennessee for 15 years. During that time she was active in both her union and her school district and was also involved in state and local politics. Eventually, she became so interested in politics and policy that she completed her Ph.D. at the University of Tennessee, Knoxville, where she majored in educational administration with a concentration in educational politics and policy. In 1990 she accepted a tenure-track position at Miami University, where she taught educational politics and policy for 19 years, ending her higher education career as a Full Professor and Director of Graduate Studies in her department. Frances retired in 2009 and she remains politically active at the local level and is active on the Education Committee of the Cincinnati Area League of Women Voters. In addition to this book, she is also a co-author of Educational Governance and Administration
The Background of Education Policy | p. 1 |
Policy: What it is and Where it Comes From | p. 3 |
Why Study Policy? | p. 3 |
School Leaders in Oz | p. 3 |
Defining Policy | p. 4 |
A Brief Definition | p. 4 |
Policy and Expressed Government Intentions-Racial Segregation | p. 5 |
Policy, Law, and Racial Segregation | p. 6 |
The Transformation of the Education Policy Environment | p. 9 |
The Way it Used to Be | p. 9 |
The New Policy Environment | p. 9 |
Reasons for these Changes | p. 10 |
Changed Roles of School Leaders | p. 12 |
The Policy Process | p. 14 |
Policy Issues | p. 14 |
Applying the Stage Model to Standards-Based Reform | p. 15 |
The School Leader and Policy Studies | p. 18 |
Administrators as Policymakers | p. 19 |
Administrators as Implementers of Policy | p. 19 |
Administrators as Followers of Policy Issues | p. 19 |
Administrators as Influencers of Policy | p. 20 |
Final Points | p. 20 |
Power and Education Policy | p. 22 |
Introductory Comments | p. 22 |
Defining Power | p. 22 |
A "Contested" Concept | p. 22 |
A Working Definition of Power | p. 23 |
Discourse and Power | p. 24 |
School Administration as Talk | p. 24 |
Texts | p. 24 |
Social Events | p. 24 |
Social Practice | p. 25 |
The Three-Dimensional Model of Power | p. 25 |
The First Dimension of Power: Explicit Usescof Power | p. 25 |
The Second Dimension of Power: The Mobilization of Bias | p. 30 |
The Third Dimension of Power: The Shaping of Consciousness | p. 35 |
Power in Educational Settings | p. 36 |
The Power of Education Policy Actors | p. 36 |
Building Power | p. 38 |
Power and Distributed Leadership | p. 41 |
Ethical Issues Surrounding Power | p. 41 |
The Dangers of Power | p. 41 |
Power as Means and End | p. 42 |
Using Discursive Power Ethically | p. 43 |
Final Points | p. 44 |
The Economy and Demographics | p. 46 |
Why Analyze the Policy Environment? | p. 46 . |
Defining Policy Environment | p. 46 |
Policy and Its Social Context | p. 46 |
The Economic Environment | p. 47 |
The Importance of the Economy | p. 47 |
An Overview of U.S. Economic History | p. 48 |
Short-Term Economic Changes | p. 52 |
Long-Term Economic Trends | p. 54 |
Demographics and the Policy Environment | p. 57 |
The Importance of Demographics | p. 57 |
Long-Term Demographic Trends | p. 58 |
Implications for Education Policy | p. 61 |
Implications of the Business Cycle | p. 61 |
Implications of Long-Range Trends | p. 62 |
"Do More with Less" | p. 63 |
"Do a Lot More with a Little More" | p. 63 |
"Do a Lot More with a Lot Less" | p. 64 |
Reading Between the Lines | p. 64 |
Final Points | p. 65 |
The Political System and Political Culture | p. 67 |
The Importance of the Less Obvious | p. 67 |
The U.S. Political System | p. 68 |
Federalism | p. 68 |
Separation of Powers | p. 71 |
Fragmentation of Governance | p. 71 |
Focus on Elections | p. 73 |
Judicial Review | p. 74 |
Implications of the Political System for School Leaders | p. 74 |
Competition Among Governance Bodies | p. 74 |
Multiple Veto Points | p. 76 |
Timing Policy Concerns with Elections | p. 76 |
Network and Coalition Building | p. 79 |
Political Culture | p. 81 |
Defining Political Culture | p. 81 |
Traditionalistic Political Culture | p. 81 |
Moralistic Political Culture | p. 83 |
Individualistic Political Culture | p. 83 |
Political Culture and Education Policy | p. 84 |
Implications for School Administrators | p. 86 |
Final Points | p. 89 |
Values and Ideology | p. 91 |
The Importance of Ideas | p. 91 |
Basic Values in U.S. Politics | p. 92 |
Self-Interest and Other Values | p. 92 |
Self-Interest Values | p. 93 |
General Social Values | p. 94 |
Democratic Values | p. 95 |
Economic Values | p. 99 |
Values Interacting with Each Other | p. 103 |
Cyclical Shifts in Dominant Values | p. 103 |
Important Value Conflicts | p. 104 |
Ideology | p. 107 |
Defining Ideology | p. 107 |
Major U.S. Ideologies | p. 107 |
Conservatism | p. 107 |
Liberalism | p. 110 |
Other Ideologies | p. 112 |
Extremist Ideologies in the United States | p. 112 |
Ideologies in Other Countries | p. 113 |
School Leaders Caught in Ideological Crossfire | p. 115 |
Schools as Contested Terrain | p. 115 |
Dealing Effectively with Ideological Conflicts | p. 116 |
Final Points | p. 120 |
Policy Actors and the Policy Process | p. 123 |
The Major Education Policy Actors | p. 125 |
The Dramatis Personae of the Policy Drama | p. 125 |
Government Actors | p. 126 |
The Legislative Branch | p. 126 |
The Executive Branch | p. 130 |
The Judicial Branch | p. 133 |
Local Government Actors | p. 134 |
Nongovernmental Policy Actors | p. 136 |
Interest Groups: What they are and What they Do | p. 136 |
Education Interest Groups | p. 137 |
Noneducation Interest Groups | p. 137 |
Policy Networks | p. 138 |
Policy Planning Organizations | p. 139 |
The Media | p. 139 |
Identifying and Learning about Policy Actors | p. 142 |
Overall Approach | p. 142 |
Locating Elected Government Officials | p. 142 |
Identifying Appointed Officials and Groups | p. 144 |
Identifying Policy Planning and Related Organizations | p. 144 |
Locating the "Neglected Stepchild" | p. 146 |
Setting the Stage and Getting on It: Issue Definition and Agenda Setting | p. 148 |
Perception and Reality in the Policy Process | p. 148 |
Issue Definition: Setting the Stage | p. 149 |
Defining Issue Definition | p. 149 |
The Education Policy Planning and Research Community | p. 150 |
The Policy Agenda | p. 161 |
Defining Policy Agenda | p. 161 |
Types of Policy Agendas | p. 161 |
How Agendas Relate to Each Other | p. 162 |
Getting on the Governmental Policy Agenda | p. 164 |
Staying on a Policy Agenda | p. 166 |
Nondecisions | p. 167 |
School Leaders and the Early Stages of the Policy Process | p. 167 |
Following the Early Stages | p. 167 |
Influencing the Early Stages | p. 168 |
Final Points | p. 171 |
Getting the Words and the Money: Policy Formulation and Policy Adoption | p. 173 |
The High-Visibility Stages of the Policy Process | p. 173 |
Policy Formulation and Adoption in Legislatures | p. 174 |
A Conservative Process | p. 174 |
Legislative Proposals and Where They Come From | p. 175 |
How Bills are Drafted | p. 177 |
How Bills Move Through a Legislature | p. 178 |
The Politics of Getting a Policy Adopted | p. 180 |
Obtaining Funding | p. 182 |
Policy Formulation and Adoption in Administrative | |
Agencies | p. 186 |
Rule Making | p. 186 |
Rule Making in the States | p. 190 |
Policy Formulation and Adoption in the Courts | p. 190 |
Judges as Policy Actors | p. 190 |
Taking Cases to Court | p. 191 |
How Judges Formulate and Adopt Policy | p. 192 |
Examples of Education Policymaking by Judges | p. 193 |
Influencing Policy Formulation and Adoption | p. 195 |
General Principles | p. 195 |
Influencing Legislatures and Agencies | p. 197 |
Working Through Professional Organizations | p. 200 |
Lobbying | p. 203 |
Final Points | p. 210 |
Looking at Policies: Policy Instruments and Cost Effectiveness | p. 213 |
Learning to Analyze Public Policies | p. 213 |
Lowi's Techniques of Control | p. 214 |
Distributive Policies | p. 214 |
Regulatory Policies | p. 216 |
Redistributive Policies | p. 218 |
Do Lowi's Categories Overlap? | p. 219 |
Using Lowi's Categories in School Leadership | p. 219 |
Exercises on the Techniques of Control | p. 222 |
McDonnell and Elmore's Policy Instruments | p. 223 |
Mandates | p. 223 |
Inducements | p. 225 |
Capacity Building | p. 226 |
System Change | p. 227 |
Hortatory Policy, or Persuasion | p. 228 |
The Use of Policy Instruments in the States | p. 229 |
Using McDonnell and Elmore's Ideas in School Leadership | p. 230 |
Exercises on the Policy Instruments | p. 232 |
Cost Analysis and Cost-Effectiveness Analysis | p. 232 |
Thinking About Costs | p. 232 |
Cost Analysis | p. 233 |
Cost-Effectiveness Analysis | p. 238 |
Final Points | p. 239 |
Policy Implementation: Getting People to Carry Out a Policy | p. 241 |
The Surprising Difficulty of Implementation | p. 241 |
The Research on Implementation | p. 242 |
Defining Implementation | p. 242 |
A Rapidly Growing Field | p. 242 |
First-Generation Research-The Difficulty of Implementation | p. 243 |
Second-Generation Research-Analyses of Failure and Success | p. 245 |
Third-Generation Research-Implementing Complex Policies | p. 248 |
Implementers as Learners | p. 249 |
Scaling Up | p. 252 |
How to Implement a New Policy | p. 255 |
Mobilizing for Implementation | p. 255 |
Implementation Proper | p. 265 |
Stages of Implementation | p. 265 |
Institutionalization | p. 270 |
Implementing Unpopular Policies | p. 271 |
Why Some Policies Are Unpopular | p. 271 |
Issues Surrounding Resistance | p. 272 |
Final Points | p. 276 |
Policy Evaluation: Determining if the Policy Works | p. 278 |
A Nervous-Making Topic | p. 278 |
Definitions Associated with Policy Evaluation | p. 279 |
A Brief History of Educational Policy Evaluation | p. 280 |
Early Evaluation | p. 280 |
The War on Poverty | p. 280 |
The Professionalization of Evaluation | p. 281 |
Characteristics of Policy Evaluations | p. 281 |
The Evaluation Process | p. 281 |
Criteria for Judging Evaluations | p. 283 |
Evaluation Accountability | p. 284 |
Purposes of Evaluations | p. 285 |
Methodologies Used in Policy Evaluation | p. 286 |
Indicators | p. 288 |
Facilitating Meaningful Policy Evaluations | p. 289 |
The Politics of Evaluation | p. 290 |
Suggestions for Achieving a Sound Evaluation | p. 292 |
Acting on an Evaluation Report | p. 296 |
Inaction | p. 296 |
Minor Modifications | p. 296 |
Major Modifications | p. 296 |
Termination | p. 297 |
Final Points | p. 297 |
Education Policy in the United States: Retrospective and Prospective | p. 300 |
If We Aren't in Kansas, Where are We? | p. 300 |
Four Theoretical Frameworks | p. 301 |
Competing Values | p. 301 |
Lowi's Policy Types | p. 301 |
Institutional Choice | p. 301 |
International Convergence | p. 303 |
Retrospective on U.S. Education Policy | p. 303 |
The Young Republic, 1783-1830 | p. 303 |
The Rise of the Common School, 1831-1900 | p. 306 |
The "Scientific" Sorting Machine, 1900-1982 | p. 309 |
In Search of a New Paradigm, 1983-Present | p. 314 |
Is No Child Left Behind the New Paradigm? | p. 318 |
Overview | p. 318 |
The Passage of NCLB | p. 319 |
Major Provisions of NCLB | p. 320 |
Applying Four Theoretical Lenses to NCLB | p. 321 |
Will NCLB Be Repealed? | p. 324 |
What, Then, Should Education Leaders Do? | p. 325 |
Final Points | p. 327 |
Glossary | p. 329 |
Appendix | p. 331 |
References | p. 333 |
Name Index | p. 347 |
Subject Index | p. 353 |
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