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The formulation and expansion of an alternative education program (Spanish immersion): An institutional-political analysis
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The formulation and expansion of an alternative education program (Spanish immersion): An institutional-political analysis
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Dissertation
The formulation and expansion of an alternative education program (Spanish immersion): An institutional-political analysis
1997
Overview
The formulation and initiation of alternative education programs is a common phenomenon in public school districts. And, their short duration is also common. This study was an institutional-political analysis of how one school district was able to initiate, sustain, and then expand an alternative education program, a Spanish immersion program, across three levels of schooling, across a thirteen-year time span, and during a period of declining resources. The theoretical bases for the conceptual framework were derived primarily from institutional theories of organizations and from theories of policy making and its stages. The framework consisted of joining the macro-structural and the micro-political levels of institutional theories. A qualitative, retrospective case study strategy was used to study district decision making. Extensive semi-structured interviews with district personnel and parents of students in the district, as well as an examination of district documents and newspaper articles, were the primary data sources used for this study. Conclusions of this study at the macro-structural level highlight the importance of isomorphism to program acceptance and the importance of shared values and beliefs to institutionalization. At the micro-political level, the importance of support from all constituent groups and the necessity of buy-in by those charged with directly implementing a new program were the primary conclusions.
Publisher
ProQuest Dissertations & Theses
Subject
ISBN
0591462435, 9780591462432
