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

Betty Malen; Michael S. Knapp

doi:10.1080/0268093970120509

September 1, 1997Journal of Education Policy

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

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Key Points

Examine the multiple perspectives in education policy analysis and their implications for enhancing connections between policy and practice.
Analysis of existing literature on education policy frameworks.
Evaluation of different perspectives in policy-making processes.
Discussion of implications for practice based on theoretical insights.
Identified the limitations of current policy analysis approaches.
Proposed a new framework for connecting policy and practice effectively.
Highlighted the need for diverse perspectives in shaping educational policies.

Implication

Rethinking policy analysis connections in education, suggesting enhanced frameworks for effective practice.

Abstract

(1997). Rethinking the multiple perspectives approach to education policy analysis: implications for policy‐practice connections. Journal of Education Policy: Vol. 12, No. 5, pp. 419-445.

Discussion

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Cite This Study

Malen et al. (1997) studied this question.

synapsesocial.com/papers/6a22c72304258437f814cb3e https://doi.org/10.1080/0268093970120509

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

Key Points

Implication

Abstract

Discussion

Cite This Study

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

Key Points

Implication

Abstract

Discussion

Cite This Study

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