Literaturnachweis - Detailanzeige
Autor/in | Piazza, Peter |
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Titel | Antidote or Antagonist? The Role of Education Reform Advocacy Organizations in Educational Policymaking |
Quelle | In: Critical Studies in Education, 60 (2019) 3, S.302-320 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1750-8487 |
DOI | 10.1080/17508487.2016.1252782 |
Schlagwörter | Role; Educational Policy; Policy Formation; Educational Change; Politics of Education; Neoliberalism; Lobbying; Job Security; Agenda Setting; State Policy; Public Education; Advocacy; Teacher Improvement; Teacher Dismissal; Tenure; Cooperative Planning; Unions; Teacher Evaluation; Political Influences; Massachusetts Rollen; Politics of education; Bildungspolitik; Politische Betätigung; Bildungsreform; Educational policy; Neo-liberalism; Neoliberalismus; Arbeitsplatzsicherheit; Öffentliche Erziehung; Sozialanwaltschaft; Lehrerbeurlaubung; Amtszeit; Beschäftigungsdauer; Teacher appraisal; Lehrerbeurteilung; Political influence; Politischer Einfluss; Master-Studiengang |
Abstract | In recent years, a new breed of political organizations has had remarkable influence in American educational policymaking. Proponents of neoliberal reform, these groups have been labeled as Education Reform Advocacy Organizations, or ERAOs. I situate these organizations within the larger network of Intermediary Organizations (IOs). To understand the ways that ERAOs influence the policymaking process, I explore the role of Stand for Children, a national ERAO, in helping to pass neoliberal reform of teacher job security in Massachusetts. Using the Advocacy Coalition Framework (ACF), I explore common frames evident in debate about the organization's role in the state, and I rely on data from key stakeholder interviews, observations and policy artifacts to characterize competing arguments about the organization's political motives. I pay particularly close attention to how the organization's political identity shaped, and was shaped by, its attempts to build an advocacy coalition in the state. Throughout the case, I investigate how competing identities bumped up against each other in ways that would have a major impact on the policymaking process, and I use my analysis to generate questions about what it means for ERAOs to sustain their success over time. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |