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The process of politics: A study of the political process leading to the establishment of the Minnesota Center for Arts Education.

机译：政治过程：对导致建立明尼苏达州艺术教育中心的政治过程的研究。

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摘要

The purpose of this study was to investigate the political process that resulted in the establishment of the Minnesota Center for Arts Education as a state funded educational policy option. This research identified the interest group actors who initiated the idea and the key actors who guided it through the policy arena, and analyzed the interactions of the participants from the political perspective of actors, goals, motivations, resources, strategies, arenas, critical interactions, and outcomes. This study focused on the executive and legislative arenas in Minnesota government. The study was bounded in time by the initial policy proposal set forth to the members of the Minnesota Alliance for the Arts in Education in 1976, and the final enabling legislation passed in 1989. The research methodology was a single case study with qualitative data gathered from interviews of 27 significant informants, archival sources, and the public record.;The research found that human agency and personalization of policy were key elements in the policy making process and a constant factor in the dynamic interaction between Governor Perpich and state legislators. The concept of a state financed arts high school originated outside the K-12 policy subsystems and gained crucial support when the Governor attached himself and the resources of his position to the idea in 1984. The findings are significant for proponents of educational reform who believe that education policy options ought to be enacted on the merits of the idea and underestimate the importance of the complex interplay of human behavior: power, motivation, advocacy, executive leadership, and political strategy. This research concluded that the legislation for the Minnesota Center for Arts Education was enacted because of the effective use of resources controlled by the Governor and his staff, and a pragmatic understanding and implementation of political strategies during critical interactions in the legislative arena.
机译：这项研究的目的是调查政治进程，该进程导致建立了明尼苏达州艺术教育中心，将其作为国家资助的教育政策选择。这项研究确定了发起该构想的利益集团参与者和指导该思想的主要参与者，并从参与者的政治视角，目标，动机，资源，策略，舞台，批判性互动，和结果。这项研究的重点是明尼苏达州政府的行政和立法领域。这项研究受到时间的限制，最初的政策建议是在1976年向明尼苏达州艺术教育联盟的成员提出的，最后的授权立法是在1989年通过的。研究方法是一个单例研究，从中收集了定性数据对27位重要信息提供者，档案资源和公共记录的访谈。研究发现，人为代理和政策个性化​​是决策过程中的关键要素，也是佩皮奇州长与州议员之间动态互动的恒定因素。州政府资助的艺术高中的概念起源于K-12政策子系统之外，并在1984年总督将自己及其职位的资源投入到这一想法中时获得了至关重要的支持。这一发现对于教育改革的支持者而言意义重大，他们认为教育政策的选择应该根据这种想法的优点制定，并低估人类行为之间复杂相互作用的重要性：权力，动机，主张，执行领导和政治策略。这项研究的结论是，明尼苏达州艺术教育中心的立法是由于总督及其工作人员控制的资源的有效利用，以及在立法领域的关键互动过程中务实的理解和政治策略的实施而制定的。

著录项

  • 作者

    Hainlen, James Douglas.;

  • 作者单位

    University of Minnesota.;

  • 授予单位 University of Minnesota.;
  • 学科 Education Administration.;Political Science Public Administration.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 395 p.
  • 总页数 395
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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