New Directions in Education Policy Implementation: Confronting Complexity

Meredith I Honig

ISBN 10: 0791468208 / ISBN 13: 9780791468203

Published by State University of New York Press, 2006

About this Item

A companion to Allan R. Odden's Education Policy Implementation, also published by SUNY Press, this book presents original work by a new generation of scholars contributing to education policy implementation research. The contributors define education policy implementation as the product of the interaction among particular policies, people, and places. Their analyses of previous generations of implementation research reveal that contemporary findings not only build directly on lessons learned from the past, but also seek to deepen past findings. These contemporary researchers also break from the past by seeking a more nuanced, contingent, and rigorous theory-based explication of how implementation unfolds. They argue that researchers and practitioners can help improve education policy implementation by not asking simply what works, but rather focusing their attention on what works, for whom, where, when, and why.

Seller Inventory # CIN0791468208VG

Bibliographic Details

• Title: New Directions in Education Policy Implementation: Confronting Complexity
• Publisher: State University of New York Press
• Publication Date: 2006
• Language: English
• ISBN 10: 0791468208
• ISBN 13: 9780791468203
• Binding: Paperback
• Condition: Very Good

About this title

Synopsis

Provides the most up-to-date and comprehensive review of contemporary research in education policy implementation.

A companion to Allan R. Odden's Education Policy Implementation, also published by SUNY Press, this book presents original work by a new generation of scholars contributing to education policy implementation research. The contributors define education policy implementation as the product of the interaction among particular policies, people, and places. Their analyses of previous generations of implementation research reveal that contemporary findings not only build directly on lessons learned from the past, but also seek to deepen past findings. These contemporary researchers also break from the past by seeking a more nuanced, contingent, and rigorous theory-based explication of how implementation unfolds. They argue that researchers and practitioners can help improve education policy implementation by not asking simply what works, but rather focusing their attention on what works, for whom, where, when, and why.

About the Author

Meredith I. Honig is Assistant Professor of Educational Leadership and Policy Studies at the University of Washington at Seattle.