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| The Background of Education Policy | |
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| Policy: What it is and Where it Comes From | |
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| Why Study Policy? | |
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| School Leaders in Oz | |
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| Defining Policy | |
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| A Brief Definition | |
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| Policy and Expressed Government Intentions-Racial Segregation | |
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| Policy, Law, and Racial Segregation | |
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| The Transformation of the Education Policy Environment | |
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| The Way it Used to Be | |
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| The New Policy Environment | |
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| Reasons for these Changes | |
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| Changed Roles of School Leaders | |
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| The Policy Process | |
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| Policy Issues | |
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| Applying the Stage Model to Standards-Based Reform | |
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| The School Leader and Policy Studies | |
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| Administrators as Policymakers | |
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| Administrators as Implementers of Policy | |
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| Administrators as Followers of Policy Issues | |
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| Administrators as Influencers of Policy | |
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| Final Points | |
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| Power and Education Policy | |
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| Introductory Comments | |
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| Defining Power | |
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| A "Contested" Concept | |
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| A Working Definition of Power | |
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| Discourse and Power | |
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| School Administration as Talk | |
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| Texts | |
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| Social Events | |
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| Social Practice | |
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| The Three-Dimensional Model of Power | |
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| The First Dimension of Power: Explicit Usescof Power | |
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| The Second Dimension of Power: The Mobilization of Bias | |
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| The Third Dimension of Power: The Shaping of Consciousness | |
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| Power in Educational Settings | |
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| The Power of Education Policy Actors | |
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| Building Power | |
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| Power and Distributed Leadership | |
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| Ethical Issues Surrounding Power | |
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| The Dangers of Power | |
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| Power as Means and End | |
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| Using Discursive Power Ethically | |
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| Final Points | |
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| The Economy and Demographics | |
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| Why Analyze the Policy Environment? | |
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| Defining Policy Environment | |
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| Policy and Its Social Context | |
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| The Economic Environment | |
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| The Importance of the Economy | |
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| An Overview of U.S. Economic History | |
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| Short-Term Economic Changes | |
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| Long-Term Economic Trends | |
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| Demographics and the Policy Environment | |
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| The Importance of Demographics | |
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| Long-Term Demographic Trends | |
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| Implications for Education Policy | |
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| Implications of the Business Cycle | |
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| Implications of Long-Range Trends | |
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| "Do More with Less" | |
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| "Do a Lot More with a Little More" | |
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| "Do a Lot More with a Lot Less" | |
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| Reading Between the Lines | |
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| Final Points | |
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| The Political System and Political Culture | |
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| The Importance of the Less Obvious | |
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| The U.S. Political System | |
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| Federalism | |
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| Separation of Powers | |
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| Fragmentation of Governance | |
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| Focus on Elections | |
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| Judicial Review | |
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| Implications of the Political System for School Leaders | |
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| Competition Among Governance Bodies | |
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| Multiple Veto Points | |
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| Timing Policy Concerns with Elections | |
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| Network and Coalition Building | |
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| Political Culture | |
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| Defining Political Culture | |
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| Traditionalistic Political Culture | |
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| Moralistic Political Culture | |
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| Individualistic Political Culture | |
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| Political Culture and Education Policy | |
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| Implications for School Administrators | |
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| Final Points | |
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| Values and Ideology | |
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| The Importance of Ideas | |
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| Basic Values in U.S. Politics | |
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| Self-Interest and Other Values | |
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| Self-Interest Values | |
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| General Social Values | |
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| Democratic Values | |
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| Economic Values | |
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| Values Interacting with Each Other | |
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| Cyclical Shifts in Dominant Values | |
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| Important Value Conflicts | |
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| Ideology | |
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| Defining Ideology | |
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| Major U.S. Ideologies | |
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| Conservatism | |
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| Liberalism | |
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| Other Ideologies | |
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| Extremist Ideologies in the United States | |
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| Ideologies in Other Countries | |
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| School Leaders Caught in Ideological Crossfire | |
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| Schools as Contested Terrain | |
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| Dealing Effectively with Ideological Conflicts | |
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| Final Points | |
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| Policy Actors and the Policy Process | |
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| The Major Education Policy Actors | |
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| The Dramatis Personae of the Policy Drama | |
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| Government Actors | |
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| The Legislative Branch | |
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| The Executive Branch | |
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| The Judicial Branch | |
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| Local Government Actors | |
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| Nongovernmental Policy Actors | |
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| Interest Groups: What they are and What they Do | |
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| Education Interest Groups | |
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| Noneducation Interest Groups | |
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| Policy Networks | |
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| Policy Planning Organizations | |
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| The Media | |
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| Identifying and Learning about Policy Actors | |
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| Overall Approach | |
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| Locating Elected Government Officials | |
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| Identifying Appointed Officials and Groups | |
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| Identifying Policy Planning and Related Organizations | |
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| Locating the "Neglected Stepchild" | |
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| Setting the Stage and Getting on It: Issue Definition and Agenda Setting | |
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| Perception and Reality in the Policy Process | |
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| Issue Definition: Setting the Stage | |
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| Defining Issue Definition | |
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| The Education Policy Planning and Research Community | |
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| The Policy Agenda | |
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| Defining Policy Agenda | |
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| Types of Policy Agendas | |
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| How Agendas Relate to Each Other | |
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| Getting on the Governmental Policy Agenda | |
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| Staying on a Policy Agenda | |
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| Nondecisions | |
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| School Leaders and the Early Stages of the Policy Process | |
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| Following the Early Stages | |
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| Influencing the Early Stages | |
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| Final Points | |
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| Getting the Words and the Money: Policy Formulation and Policy Adoption | |
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| The High-Visibility Stages of the Policy Process | |
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| Policy Formulation and Adoption in Legislatures | |
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| A Conservative Process | |
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| Legislative Proposals and Where They Come From | |
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| How Bills are Drafted | |
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| How Bills Move Through a Legislature | |
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| The Politics of Getting a Policy Adopted | |
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| Obtaining Funding | |
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| Policy Formulation and Adoption in Administrative | |
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| Agencies | |
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| Rule Making | |
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| Rule Making in the States | |
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| Policy Formulation and Adoption in the Courts | |
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| Judges as Policy Actors | |
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| Taking Cases to Court | |
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| How Judges Formulate and Adopt Policy | |
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| Examples of Education Policymaking by Judges | |
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| Influencing Policy Formulation and Adoption | |
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| General Principles | |
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| Influencing Legislatures and Agencies | |
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| Working Through Professional Organizations | |
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| Lobbying | |
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| Final Points | |
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| Looking at Policies: Policy Instruments and Cost Effectiveness | |
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| Learning to Analyze Public Policies | |
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| Lowi's Techniques of Control | |
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| Distributive Policies | |
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| Regulatory Policies | |
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| Redistributive Policies | |
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| Do Lowi's Categories Overlap? | |
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| Using Lowi's Categories in School Leadership | |
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| Exercises on the Techniques of Control | |
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| McDonnell and Elmore's Policy Instruments | |
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| Mandates | |
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| Inducements | |
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| Capacity Building | |
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| System Change | |
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| Hortatory Policy, or Persuasion | |
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| The Use of Policy Instruments in the States | |
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| Using McDonnell and Elmore's Ideas in School Leadership | |
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| Exercises on the Policy Instruments | |
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| Cost Analysis and Cost-Effectiveness Analysis | |
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| Thinking About Costs | |
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| Cost Analysis | |
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| Cost-Effectiveness Analysis | |
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| Final Points | |
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| Policy Implementation: Getting People to Carry Out a Policy | |
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| The Surprising Difficulty of Implementation | |
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| The Research on Implementation | |
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| Defining Implementation | |
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| A Rapidly Growing Field | |
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| First-Generation Research-The Difficulty of Implementation | |
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| Second-Generation Research-Analyses of Failure and Success | |
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| Third-Generation Research-Implementing Complex Policies | |
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| Implementers as Learners | |
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| Scaling Up | |
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| How to Implement a New Policy | |
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| Mobilizing for Implementation | |
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| Implementation Proper | |
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| Stages of Implementation | |
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| Institutionalization | |
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| Implementing Unpopular Policies | |
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| Why Some Policies Are Unpopular | |
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| Issues Surrounding Resistance | |
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| Final Points | |
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| Policy Evaluation: Determining if the Policy Works | |
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| A Nervous-Making Topic | |
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| Definitions Associated with Policy Evaluation | |
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| A Brief History of Educational Policy Evaluation | |
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| Early Evaluation | |
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| The War on Poverty | |
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| The Professionalization of Evaluation | |
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| Characteristics of Policy Evaluations | |
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| The Evaluation Process | |
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| Criteria for Judging Evaluations | |
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| Evaluation Accountability | |
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| Purposes of Evaluations | |
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| Methodologies Used in Policy Evaluation | |
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| Indicators | |
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| Facilitating Meaningful Policy Evaluations | |
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| The Politics of Evaluation | |
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| Suggestions for Achieving a Sound Evaluation | |
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| Acting on an Evaluation Report | |
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| Inaction | |
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| Minor Modifications | |
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| Major Modifications | |
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| Termination | |
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| Final Points | |
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| Education Policy in the United States: Retrospective and Prospective | |
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| If We Aren't in Kansas, Where are We? | |
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| Four Theoretical Frameworks | |
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| Competing Values | |
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| Lowi's Policy Types | |
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| Institutional Choice | |
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| International Convergence | |
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| Retrospective on U.S. Education Policy | |
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| The Young Republic, 1783-1830 | |
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| The Rise of the Common School, 1831-1900 | |
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| The "Scientific" Sorting Machine, 1900-1982 | |
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| In Search of a New Paradigm, 1983-Present | |
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| Is No Child Left Behind the New Paradigm? | |
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| Overview | |
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| The Passage of NCLB | |
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| Major Provisions of NCLB | |
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| Applying Four Theoretical Lenses to NCLB | |
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| Will NCLB Be Repealed? | |
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| What, Then, Should Education Leaders Do? | |
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| Final Points | |
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| Glossary | |
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| Appendix | |
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| References | |
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| Name Index | |
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| Subject Index | |