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Policy implementation and technologi...

Stone, Jeffrey A.

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Policy implementation and technological literacy: A case study .

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Policy implementation and technological literacy: A case study ./
Author:	Stone, Jeffrey A.
Description:	316 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: .
Contained By:	Dissertation Abstracts International72-01A.
Subject:	Education, Policy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3436105
ISBN:	9781124361727

Policy implementation and technological literacy: A case study .
Stone, Jeffrey A.

Policy implementation and technological literacy: A case study . - 316 p.

Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: .

Thesis (Ph.D.)--The Pennsylvania State University, 2010.

The fundamental problem addressed by this policy implementation case study is the lack of information about street-level efforts to incorporate Technological Literacy into Pennsylvania's middle and high schools. The purpose of this research was to begin filling in this information gap by analyzing how one such policy -- Pennsylvania's Classrooms for the Future (CFF) program -- is being implemented in a set of rural school districts. This implementation case study investigated the implementation of CFF using a modified "bottom-up"-style approach. This study examined the local-level policy context as well as the characteristics and activities of teachers and administrators tasked with implementing CFF. This study contributes to the policy implementation literature by using a combination of existing methodologies to expand the field into an important policy domain. The information obtained from this study was expected to provide insight into: (1) how the CFF policy is implemented in context, and (2) how the attitudes, behavior, and perceptions of street-level implementers affect the implementation of CFF.

ISBN: 9781124361727Subjects--Topical Terms:

1669130
Education, Policy.

Policy implementation and technological literacy: A case study .
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100 1 $a Stone, Jeffrey A. $3 1675098
245 1 0 $a Policy implementation and technological literacy: A case study .
300 $a 316 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: .
500 $a Adviser: Steven Peterson.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2010.
520 $a The fundamental problem addressed by this policy implementation case study is the lack of information about street-level efforts to incorporate Technological Literacy into Pennsylvania's middle and high schools. The purpose of this research was to begin filling in this information gap by analyzing how one such policy -- Pennsylvania's Classrooms for the Future (CFF) program -- is being implemented in a set of rural school districts. This implementation case study investigated the implementation of CFF using a modified "bottom-up"-style approach. This study examined the local-level policy context as well as the characteristics and activities of teachers and administrators tasked with implementing CFF. This study contributes to the policy implementation literature by using a combination of existing methodologies to expand the field into an important policy domain. The information obtained from this study was expected to provide insight into: (1) how the CFF policy is implemented in context, and (2) how the attitudes, behavior, and perceptions of street-level implementers affect the implementation of CFF.
520 $a The study findings suggest that CFF is considered to be an important part of school/district Technological Literacy efforts by both teachers and administrators. However, the two groups exhibit some dissonance in their cognitive understandings of the bases of CFF, their perceptions of the implementation behaviors related to CFF, and the perceived success and impact of CFF. The CFF program is seen by both groups as having its primary impact on classroom intangibles (e.g. motivation, and engagement) rather than quantitative academic performance outcomes. Valuation of the policy was seen to differ based on length of exposure to the CFF program as well as the relative "strength" of the district. The dissonance between administrators and teachers suggest that the level of implementer discretion is likely. This discretion is likely exacerbated by inadequate training and competition from other priorities.
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650 4 $a Education, Policy. $3 1669130
650 4 $a Political Science, Public Administration. $3 1017438
650 4 $a Sociology, Public and Social Welfare. $3 1017909
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710 2 $a The Pennsylvania State University. $3 699896
773 0 $t Dissertation Abstracts International $g 72-01A.
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792 $a 2010
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