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 The Role of a Solicited Public in Developing Educational Policy. A Case Study of the Process the New York State Board of Regents Used to Change Middle-Level Education Policy and Regulations
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The Role of a Solicited Public in Developing Educational Policy. A Case Study of the Process the New York State Board of Regents Used to Change Middle-Level Education Policy and Regulations

автор Mark B. издательство Книга по Требованию Педагогика среднего специального образования
Cтраниц 236        мягкая обложка       
Аннотация:The investigation illuminates through triangulated modes of inquiry aspects of the public engagement process that potentially go unnoticed: 1) Absent clearly enunciated purpose for public engagement, agency staff and managers made important decisions about who the public is, what to ask the public, and how to present public comment to the decision makers. 2) In anticipation of abundant and conflicting feedback, a soliciting agency needs a plan for how it will collect and format what the “publics” say. 3) Perspectives held by the soliciting agency and 'task environment' can constrain how the process is conducted and the way the output is communicated. How are the Regents influenced by the output? I investigate three questions: Despite huge effort, the engagement process had limited influence. How is the feedback reflected in policy decisions? What are the challenges in mounting a statewide public engagement process and how were they met? With many students statewide entering high school unprepared, NY State's Board of Regents solicited an “extensive and inclusive” public for ideas on curricula and student supports that can best prepare middle grade students.
Автор: Mark B.
Издательство: Книга по Требованию
Год:2009
Цена:
3214 руб
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Поиск: The Role of a Solicited Public in Developing Educational Policy. A Case Study of the Process the New York State Board of Regents Used to Change Middle-Level Education Policy and Regulations
НОВЫЙ ГОД СИМВОЛ 2013 ГОДАУКРАШЕНИЯ
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Исследовались самые различные правила принятия решений и процедур, включая, кроме всего прочего, правило единодушия, правило квалифицированного большинства, правило простого большинства, правило взаимных услуг, базу репрезентативности, двухпалатные и однопалатные законодательные органы. Б. исследовал различные применения этих правил в работах «Общественные финансы и демократический процесс» ("Public Fi a ce i Democra ic Process", 1967), «Спрос и предложение общественных товаров» ("Dema d a d Supply of Public Goods", 1968). В работе «Пределы свободы: между анархией и Левиафаном» (" he Limi s o Liber y: Be wee A archy a d Levia ha ", 1975) Б. провел разграничение между защитительным государством и производительным государством. С его точки зрения, конституционный договор (или набор правил и процедур, в рамках которых существует политическая организация) ведет к установлению защитительного государства. Эта устанавливаемая в законодательном порядке структура определяет права собственности и контроля индивидуальных лиц над ресурсами, стимулирует частные контракты и ограничивает власть государства.
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