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Education Policy and Evaluation : A Context for Change.

By: Comfort, Louise K.
Material type: TextTextSeries: Policy Studies on Public Administration: Publisher: Saint Louis : Elsevier Science & Technology, 2014Copyright date: ©1982Description: 1 online resource (214 pages).Content type: text Media type: computer Carrier type: online resourceISBN: 9781483153544.Subject(s): Education and state -- United States | School management and organization -- United StatesGenre/Form: Electronic books.Additional physical formats: Print version:: Education Policy and Evaluation : A Context for ChangeDDC classification: 379.73 Online resources: Click here to view book
Contents:
Front Cover -- Education Policy and Evaluation: A Context for Change -- Copyright Page -- Table of Contents -- Preface -- Acknowledgments -- Chapter 1. The Problem: Serious Failure in Public Educational Programs -- THE EMERGENCE OF A SET OF NATIONAL STANDARDS IN EDUCATIONAL POLICY -- POLICY OUTCOMES AND PRESENT EDUCATIONAL NEEDS -- THE PROBLEM OF EFFECTIVENESS IN EDUCATIONAL POLICY -- THE IMPORTANCE OF EFFECTIVE EDUCATIONAL POLICY IN OUR CONTEMPORARY SOCIETY -- Chapter 2. The Enormity of the Task: Educational Needs and Policy Prerequisites -- THE CONCEPT OF SOCIAL INNOVATION IN EDUCATIONAL PRACTICE -- THE ASSESSMENT OF EDUCATIONAL NEED AND THE COMPONENTS OF POLICY CHANGE -- THE PROCESS OF EDUCATIONAL CHANGE ON A NATIONAL SCALE -- MAJOR BARRIERS TO EDUCATIONAL INNOVATION -- Chapter 3. Unresolved Conflicts in Educational Practice: The Relationship between Law and Policy -- INTRODUCTION -- THE PROBLEM: CONFLICTING GOALS IN ESEA INHIBIT PROGRAM PERFORMANCE -- THE DYNAMICS OF CONFLICT: A CONCEPTUAL MODEL -- ESEA IN PRACTICE: CONFLICT OF INTEREST AND ITS IMPACT UPON PROGRAM PERFORMANCE -- TOWARD A DYNAMIC MODEL OF CONFLICT RESOLUTION -- Chapter 4. The Administrative Network: The Tension between Structure and Process in Educational Policy -- THE PROBLEM: MAINTAINING CONTROL VS. BUILDING COOPERATION IN PROGRAM IMPLEMENTATION -- THE FUNCTION OF ADMINISTRATIVE STRUCTURE IN THE ENACTMENT OF POLICY -- ESEA PROGRAMS IN THEORY: THE CONCEPTION OF ADMINISTRATION AS A FRAMEWORK FOR ACTION -- EDUCATIONAL AGENCIES IN ACTION: THE DISTRIBUTION OF AUTHORITY AND ITS CONSEQUENCES FOR EDUCATIONAL PERFORMANCE -- THE DEVELOPING ADMINISTRATIVE NETWORK: ORGANIZATIONAL LEARNING WITHIN THE EDUCATIONAL AGENCIES -- CONCLUSIONS -- Chapter 5. Goals and Means: The Problem of Specification in the Implementation of Educational Policy -- INTRODUCTION.
THE PROBLEM: INSEPARABLE TENSION BETWEEN GOALS AND MEANS IN POLICY FORMATION -- SPECIFICATION/EVALUATION: DEFINITION OF THE CONCEPTS -- AN ANALYSIS OF THE USES (AND MISUSES) OF SPECIFICATION IN TWO CASE STUDIES OF EDUCATIONAL POLICY -- CONCLUSIONS: THE ROLE OF SPECIFICATION IN THE POLICY PROCESS -- Chapter 6. Evaluation as an Instrument for Educational Change -- INTRODUCTION -- THE PROBLEM: THE CONCEPT OF EVALUATION IN EDUCATIONAL POLICY MAKING -- EVALUATION IN PRACTICE: PERFORMANCE AT THE DISTRICT LEVEL -- THE GRADUAL SHIFT IN EVALUATION FORM AND PRACTICE -- THE UNWORKABILITY OF EVALUATION AS A BASIS FOR POLICY DECISIONS RELEVANT IN EDUCATION -- THE CREATION OF SUBSTANTIVE EDUCATIONAL CHANGE FOR DISADVANTAGED CHILDREN -- THE ROLE OF EVALUATION IN EDUCATIONAL CHANGE -- Chapter 7. A Model for Educational Change -- THE PROBLEM REVISTED: EFFECTIVENESS OF PUBLIC POLICY IN EDUCATION -- THE CONCEPT OF EFFECTIVENESS IN EDUCATIONAL POLICY -- SOURCES OF EFFECTIVENESS IN EDUCATIONAL POLICY -- A BEGINNING MODEL FOR EDUCATIONAL CHANGE -- THE RELATIONSHIP BETWEEN EVALUATION AND EFFECTIVENESS OF PUBLIC POLICY IN EDUCATION -- CONCLUSIONS: THE CONDITIONS AND CONSEQUENCES OF EDUCATIONAL CHANGE -- Notes -- CHAPTER 1 -- CHAPTER 2 -- CHAPTER 3 -- CHAPTER 4 -- CHAPTER 5 -- CHAPTER 6 -- CHAPTER 7 -- Index -- About the Author.
Summary: Education Policy and Evaluation: A Context for Change offers one perspective in defining the problems of public policy in education and some suggestions for redirection. Based on research conducted at five major school districts in California, this book reveals children's expectations for public education, as well as the performance of public schools and their vision for the future. The areas of strength and weakness in educational policy are discussed, along with the needs for revision in educational policy and performance. Comprised of seven chapters, this book begins with an assessment of serious failure in public education, citing the proliferation of programs, personnel and administrative structures in public education without adequate design, coordination, implementation, evaluation, or adaptation to meet basic educational needs or to solve the complex problems implicit in the delivery of public educational services. Subsequent chapters focus on the concept of social innovation and the role of the federal government as an agent of educational change; the tension between structure and process in educational policy; the problem of specification in the implementation of educational policy; and evaluation as an instrument for educational change. This monograph will be of interest to students, parents, educators, community leaders, legislators, scholars, school administrators, and educational policymakers.
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Item type Current location Call number URL Status Date due Barcode
Electronic Book UT Tyler Online
Online
LC89 -- .C57 1982 (Browse shelf) http://ebookcentral.proquest.com/lib/uttyler/detail.action?docID=1879571 Available EBC1879571

Front Cover -- Education Policy and Evaluation: A Context for Change -- Copyright Page -- Table of Contents -- Preface -- Acknowledgments -- Chapter 1. The Problem: Serious Failure in Public Educational Programs -- THE EMERGENCE OF A SET OF NATIONAL STANDARDS IN EDUCATIONAL POLICY -- POLICY OUTCOMES AND PRESENT EDUCATIONAL NEEDS -- THE PROBLEM OF EFFECTIVENESS IN EDUCATIONAL POLICY -- THE IMPORTANCE OF EFFECTIVE EDUCATIONAL POLICY IN OUR CONTEMPORARY SOCIETY -- Chapter 2. The Enormity of the Task: Educational Needs and Policy Prerequisites -- THE CONCEPT OF SOCIAL INNOVATION IN EDUCATIONAL PRACTICE -- THE ASSESSMENT OF EDUCATIONAL NEED AND THE COMPONENTS OF POLICY CHANGE -- THE PROCESS OF EDUCATIONAL CHANGE ON A NATIONAL SCALE -- MAJOR BARRIERS TO EDUCATIONAL INNOVATION -- Chapter 3. Unresolved Conflicts in Educational Practice: The Relationship between Law and Policy -- INTRODUCTION -- THE PROBLEM: CONFLICTING GOALS IN ESEA INHIBIT PROGRAM PERFORMANCE -- THE DYNAMICS OF CONFLICT: A CONCEPTUAL MODEL -- ESEA IN PRACTICE: CONFLICT OF INTEREST AND ITS IMPACT UPON PROGRAM PERFORMANCE -- TOWARD A DYNAMIC MODEL OF CONFLICT RESOLUTION -- Chapter 4. The Administrative Network: The Tension between Structure and Process in Educational Policy -- THE PROBLEM: MAINTAINING CONTROL VS. BUILDING COOPERATION IN PROGRAM IMPLEMENTATION -- THE FUNCTION OF ADMINISTRATIVE STRUCTURE IN THE ENACTMENT OF POLICY -- ESEA PROGRAMS IN THEORY: THE CONCEPTION OF ADMINISTRATION AS A FRAMEWORK FOR ACTION -- EDUCATIONAL AGENCIES IN ACTION: THE DISTRIBUTION OF AUTHORITY AND ITS CONSEQUENCES FOR EDUCATIONAL PERFORMANCE -- THE DEVELOPING ADMINISTRATIVE NETWORK: ORGANIZATIONAL LEARNING WITHIN THE EDUCATIONAL AGENCIES -- CONCLUSIONS -- Chapter 5. Goals and Means: The Problem of Specification in the Implementation of Educational Policy -- INTRODUCTION.

THE PROBLEM: INSEPARABLE TENSION BETWEEN GOALS AND MEANS IN POLICY FORMATION -- SPECIFICATION/EVALUATION: DEFINITION OF THE CONCEPTS -- AN ANALYSIS OF THE USES (AND MISUSES) OF SPECIFICATION IN TWO CASE STUDIES OF EDUCATIONAL POLICY -- CONCLUSIONS: THE ROLE OF SPECIFICATION IN THE POLICY PROCESS -- Chapter 6. Evaluation as an Instrument for Educational Change -- INTRODUCTION -- THE PROBLEM: THE CONCEPT OF EVALUATION IN EDUCATIONAL POLICY MAKING -- EVALUATION IN PRACTICE: PERFORMANCE AT THE DISTRICT LEVEL -- THE GRADUAL SHIFT IN EVALUATION FORM AND PRACTICE -- THE UNWORKABILITY OF EVALUATION AS A BASIS FOR POLICY DECISIONS RELEVANT IN EDUCATION -- THE CREATION OF SUBSTANTIVE EDUCATIONAL CHANGE FOR DISADVANTAGED CHILDREN -- THE ROLE OF EVALUATION IN EDUCATIONAL CHANGE -- Chapter 7. A Model for Educational Change -- THE PROBLEM REVISTED: EFFECTIVENESS OF PUBLIC POLICY IN EDUCATION -- THE CONCEPT OF EFFECTIVENESS IN EDUCATIONAL POLICY -- SOURCES OF EFFECTIVENESS IN EDUCATIONAL POLICY -- A BEGINNING MODEL FOR EDUCATIONAL CHANGE -- THE RELATIONSHIP BETWEEN EVALUATION AND EFFECTIVENESS OF PUBLIC POLICY IN EDUCATION -- CONCLUSIONS: THE CONDITIONS AND CONSEQUENCES OF EDUCATIONAL CHANGE -- Notes -- CHAPTER 1 -- CHAPTER 2 -- CHAPTER 3 -- CHAPTER 4 -- CHAPTER 5 -- CHAPTER 6 -- CHAPTER 7 -- Index -- About the Author.

Education Policy and Evaluation: A Context for Change offers one perspective in defining the problems of public policy in education and some suggestions for redirection. Based on research conducted at five major school districts in California, this book reveals children's expectations for public education, as well as the performance of public schools and their vision for the future. The areas of strength and weakness in educational policy are discussed, along with the needs for revision in educational policy and performance. Comprised of seven chapters, this book begins with an assessment of serious failure in public education, citing the proliferation of programs, personnel and administrative structures in public education without adequate design, coordination, implementation, evaluation, or adaptation to meet basic educational needs or to solve the complex problems implicit in the delivery of public educational services. Subsequent chapters focus on the concept of social innovation and the role of the federal government as an agent of educational change; the tension between structure and process in educational policy; the problem of specification in the implementation of educational policy; and evaluation as an instrument for educational change. This monograph will be of interest to students, parents, educators, community leaders, legislators, scholars, school administrators, and educational policymakers.

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