Hope Pius Nudzor Nova Science Publishers

Re-conceptualizing the Paradox in (education) Policy Implementation by Hope Pius Nudzor

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Re-conceptualizing the Paradox in (education) Policy Implementation

Author : Hope Pius Nudzor

Publisher : Nova Science Publishers

Published : 2021

ISBN-10 : 1536193070

ISBN-13 : 9781536193077

Number of Pages : 220 Pages

Language : en

Descriptions Re-conceptualizing the Paradox in (education) Policy Implementation

"A review of current (education) policy and practice endorses the view of an apparent paradox in policy implementation. Although tremendous investments (in terms of energy, time and financial resources) are made in enacting policies, there is ample evidence to suggest that policy actors are impervious to policy information. Change agents and implementers of policy are often seen as pursuing different agendas when it comes to the task policy implementation. As aptly asserted by Sabatier and Jenkins-Smith (1993, cited by Shulock, 1999, p. 228), 'policymakers and implementers' core beliefs are unaffected by policy information, major policy change results rather from external factors such as inflation and elections'. This book re-conceptualizes this policy phenomenon for rumination. The book essentially unravels perspectives on the policy implementation paradox, and through that exemplifies the 'best' suited approach for demystifying the policy/practice gap to bring understanding to the messiness and contested nature of (education) policy processes. To help draw conceptual leverage on the phenomenon described as the 'policy implementation paradox', this eight chapter book performs two major functions. First, Chapters 1 to 4 set the context for the book. Chapter 1 defines (education) policy, and in the process, the traditional problem-solving definition of policy is juxtaposed with the process model, and through that a third conception (i.e. the theoretical eclecticism approach) is gauged to help provide both practical and theoretical bases for understanding how policy and practice exist in dynamic and iterative relationships. Chapters 2 and 3 give insights into how education policy-making is made and implemented respectively to unravel some of the influences on policy processes. Chapter 4 explicates (from within relevant literature) the policy paradox to assist readers to understand perspectives that are advanced in latter chapters to unravel and/or explain the existence or occurrence of this policy phenomenon. Second, Chapters 5 to 7 draw on literature from disparate sources to unravel perspectives on the policy implementation paradox, whilst Chapter 8 presents the key messages that are tangential to achieving the objectives of the book. Overall, Chapter 8 performs three functions. Namely, it: summarizes perspectives presented in the scholarly literature to demystify and unravel the policy implementation paradox illustrates the reasons for the choice of the post-modernist perspective as the most appropriate and/or best suited perspective for unravelling this policy phenomenon; and outlines the relevance (and/or justifications) of the post-modernist conception of policy as both 'text' and 'discourse' as a framework for understanding the policy implementation paradox and the dynamism of policy processes at large"--

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Re-Conceptualizing the Paradox in (Education) Policy Implementation - Series: Education in a Competitive and Globalizing World BISAC: EDU034000 A review of current (education) policy and practice endorses the view of an apparent paradox in policy implementation. Although tremendous investments (in terms of energy, time and financial resources) are made in enacting policies, there is ample evidence to suggest that policy actors are impervious to policy information

Re-Conceptualizing the Paradox in (Education) Policy Implementation - A review of current (education) policy and practice endorses the view of an apparent paradox in policy implementation. Although tremendous investments (in terms of energy, time and financial resources) are made in enacting policies, there is ample evidence to suggest that policy actors are

Re-Conceptualizing the Paradox in (Education) Policy Implementation: | eBay - First, Chapters 1 to 4 set the context for the book. First, the book makes the point aptly and forcefully that because policy processes are dynamic, there is usually conflicts among those who make policy as well as those who put policy provisions into practice, about what the important issues or problems for policy are and what the desired policy goals ought to be

Re-conceptualizing the Paradox in Education Policy Implementation - This book re-conceptualizes this policy phenomenon for rumination. The book essentially unravels perspectives on the policy implementation paradox, and through that exemplifies the 'best' suited approach for demystifying the policy/practice gap to bring understanding to the messiness and contested nature of (education) policy processes

Re-conceptualizing the paradox in (education) policy implementation - The Resource Re-conceptualizing the paradox in (education) policy implementation, Hope Pius Nudzor

Re-conceptualizing the Paradox in (education) Policy Implementation - First, Chapters 1 to 4 set the context for the book. First, the book makes the point aptly and forcefully that because policy processes are dynamic, there is usually conflicts among those who make policy as well as those who put policy provisions into practice, about what the important issues or problems for policy are and what the desired policy goals ought to be

Re-Conceptualizing the Paradox in (Education) Policy Implementation - Re-Conceptualizing the Paradox in (Education) Policy Implementation: Unravelling Perspectives on the Policy/Practice Gap. A review of current (education) policy and practice endorses the view of an apparent paradox in policy h tremendous investments (in terms of energy, time and

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Re-conceptualizing the Paradox in Education Policy Implementation - First, Chapters 1 to 4 set the context for th. Chapter 1 defines (education) policy, and in the process, the traditional problem-solving definition of policy is juxtaposed with the process model, and through that a third conception (. )

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Re-conceptualizing the Paradox in Education Policy - The book essentially unravels perspectives on the policy implementation paradox, and through that exemplifies the 'best' suited approach for demystifying the policy/practice gap to bring understanding to the messiness and contested nature of (education) policy processes

Re-conceptualizing The Paradox In (education) Policy - ISBN 9781536193077 - Re-conceptualizing The Paradox In (education) Policy Implementation: U 21st Edition Direct Textbook ISBN 9781536193077 Re-conceptualizing The Paradox In (education) Policy Implementation: U 21st Author (s) Nudzor Published 2021 Publisher Nova Press Format Book ISBN 978-1-5361-9307-7 Edition 21st, Twenty First, 21e Reviews

Re-Conceptualizing the Paradox in (Education) Policy - The Digital and eTextbook ISBNs for Re-Conceptualizing the Paradox in (Education) Policy Implementation: Unravelling Perspectives on the Policy/Practice Gap are 9781536193077, 1536193070 and the print ISBNs are 9781536192261, 1536192260. Save up to 80% versus print by going digital with VitalSource

Re-conceptualizing the paradox in (education) policy - The Resource Re-conceptualizing the paradox in (education) policy implementation, Hope Pius Nudzor

- This book re-conceptualizes this policy phenomenon for rumination. The book essentially unravels perspectives on the policy implementation paradox, and through that exemplifies the ‘best’ suited approach for demystifying the policy/practice gap to bring understanding to the messiness and contested nature of (education) policy processes

Re-Conceptualizing the Paradox in (Education) Policy - Re-Conceptualizing the Paradox in (Education) Policy Implementation: Unravelling Perspectives on the Policy/Practice Gap $ 160.00 Hope Pius Nudzor (Author) Series: Education in a Competitive and Globalizing World BISAC: EDU034000 A review of current (education) policy and practice endorses the view of an apparent paradox in policy implementation

Re-conceptualising the paradox in policy implementation: a - This paper re-conceptualises this policy phenomenon, drawing on the post-modernist conception of policy as both ‘text’ and ‘discourse’ as an approach for understanding and unmasking the messiness and contested nature of education policy processes