This article introduces the use ofproblem-finding models to analyzepublicpolicy, an approach that permits the analysis of an aspect ofpolicymaking that is generally ignored by most policy analysis approaches, namely, how perceptions of policy problems influence thepolicyprocess. This study usesproblemfinding in analyzing 20 years (1964-1984) of state board of education desegregation policy in Illinois.
Too many principals have abandoned their teaching role, and few have learned how to teach adults effectively. Consequently, it is unlikely that they will be effective instructional leaders, according to these writers.
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