Rethinking the multiple perspectives approach to education policy analysis: implications for policy‐practice connections

Malen, Betty; Knapp, Michael S.

doi:10.1080/0268093970120509

Cited by 47 publications

(22 citation statements)

References 49 publications

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“…Admittedly, these assumptions emphasize the instrumental side of reform initiatives-in the sense that they presume a somewhat rational view of policy and its relation to policy effects. Reform policies can be understood in other ways, as a symbolic act, for example, or as the management of political conflict or the promotion and protection of social values (Malen & Knapp, 1997). Seen from these vantage points, the reform initiative does not necessarily implicate teachers and teaching in the ways outlined above.…”

Section: Figure 1 Six Assumptions About the Responses Of Teachers Tomentioning

confidence: 99%

Teachers' response to standards-based reform: Probing reform assumptions in Washington State.

Loeb

Knapp

Elfers

2008

EPAA

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Because teachers' efforts are central to the success of standards-based reform, it behooves the policy community to look carefully at the beliefs about instruction that are rooted in this reform theory. Building on teacher-centric research on standards-based reform and ideas about teaching practice from research on multicultural education, this paper focuses on the assumptions embedded in Washington state's approach. Survey data from a representative sample of teachers suggest that the state's program of high student learning standards, aligned assessments and an accountability system has shaped teachers' instructional practice and their students' learning in ways that the state's reform theory assumes. However, teachers' concerns about student achievement and instructional supports indicate problems with the inherent logic of the state's reform regarding how well it serves a diverse student population.

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Section: Figure 1 Six Assumptions About the Responses Of Teachers Tomentioning

confidence: 99%

Teachers' response to standards-based reform: Probing reform assumptions in Washington State.

Loeb

Knapp

Elfers

2008

EPAA

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“…There has been no shortage of debate, therefore, about the nature of the relationship between policy-makers, practitioners and researchers and useful models of the education policy-making process and its 'contestation' at different levels have been developed (see Bowe et al, 1992;Malen & Knapp, 1997). However, we would argue that the models that exist at present are not adequate as a framework of analysis for understanding the current context for 14-19 education because, in the main, they relate to a previous era of policy-making; they are largely focused on schools and do not consider the specificities of the 14-19 phase of education.…”

Section: Existing Models For Policy Analysis-a Partial and Fragmentedmentioning

confidence: 99%

An analytical framework for policy engagement: the contested case of 14–19 reform in England

Hodgson

Spours

2006

Journal of Education Policy

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“…(3) The intended outcome is an audience with 'a heightened awareness of [and/] or a diminished concern about an issue' (Malen and Knapp 1997).…”

Section: The Policy As a Declaration Of Valuesmentioning

confidence: 99%

Reimagining gender through policy development: the case of a ‘single-sex’ educational organisation

Cohen

2012

Gender and Education

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In 2005, a feminist educational organisation in the USA for young women, ages 14 -21, adopted a policy in order to clarify their target constituency of girls and young women. The policy defined 'girls and young women' not as a designation associated with fixed biological sex, but instead as a self-determined identity label creating an explicit policy of inclusion to gender non-conforming students, including transgender youth, who self-identified as 'girls' or 'young women'. This article traces the series of influences that prompted the development of the policy, as well as the learning curves for this feminist educational all-girls' community, and the discussions that led to both the unanimous adoption of the policy and a subsequent larger cultural shift within the organisation. This analysis seeks to add to an understanding and exploration of policies that address the de facto exclusion of gender non-conforming, intersex, and transgender youth from gender-based educational settings.

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Rethinking the multiple perspectives approach to education policy analysis: implications for policy‐practice connections

Cited by 47 publications

References 49 publications

Teachers' response to standards-based reform: Probing reform assumptions in Washington State.

Teachers' response to standards-based reform: Probing reform assumptions in Washington State.

An analytical framework for policy engagement: the contested case of 14–19 reform in England

Reimagining gender through policy development: the case of a ‘single-sex’ educational organisation

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