國立虎尾科技大學 |

The Emotional Experience of Representative Bureaucrats in a Contested Public Policy Environment.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Emotional Experience of Representative Bureaucrats in a Contested Public Policy Environment./
作者:	Heckstall, Shaun Damien.
面頁冊數:	1 online resource (163 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-06, Section: A.
Contained By:	Dissertations Abstracts International85-06A.
標題:	Education policy. -
電子資源:	click for full text (PQDT)
ISBN:	9798381154023

The Emotional Experience of Representative Bureaucrats in a Contested Public Policy Environment.
Heckstall, Shaun Damien.

The Emotional Experience of Representative Bureaucrats in a Contested Public Policy Environment. - 1 online resource (163 pages)

Source: Dissertations Abstracts International, Volume: 85-06, Section: A.

Thesis (Ph.D.)--Walden University, 2023.

Includes bibliographical references

The problem this study addressed was the documented emotional distress among the State of Georgia's educational leaders-bureaucrats serving majority-minority students in the hyper-politicized public policy environment instituted with the codifying of O.C.G.A. 20-11-1 Georgia's General Education Divisive Concept law. The purpose of this study was to explore the emotional impact of the policy on K-12 public educational leaders serving majority-minority students whose academic growth was known to necessitate culturally relevant curriculum at odds with the "Divisive" law using a general qualitative methodology. The theoretical foundation was shaped at the intersection of two salient public policy theories: representative bureaucratic theory and the narrative policy framework. The research focused on identifying the State of Georgia's educational leaders' emotional experiences based on their personal stories about implementing controversial student curriculum frameworks and instructional practices based on the State of Georgia's Divisive Concept law. Analysis of narrative data obtained using semi-structured interviews with 12 educational leaders revealed that the public policy environment of the Divisive Concept law led to feelings of threat and dislike with an associated passive-aggressive emotional and behavioral response. The positive social change implication is wider than including the opportunity to develop more equitable responsive bureaucratic workforces even while considering equitable public policymaking.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381154023Subjects--Topical Terms:

1107727
Education policy.
Subjects--Index Terms:

Emotional experiencesIndex Terms--Genre/Form:

554714
Electronic books.

The Emotional Experience of Representative Bureaucrats in a Contested Public Policy Environment.
LDR:02941ntm a22003977 4500 001 1145350
005 20240618081825.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798381154023
035 $a (MiAaPQ)AAI30817788
035 $a AAI30817788
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Heckstall, Shaun Damien. $3 1470647
245 1 4 $a The Emotional Experience of Representative Bureaucrats in a Contested Public Policy Environment.
264 0 $c 2023
300 $a 1 online resource (163 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-06, Section: A.
500 $a Advisor: Campbell, Gregory.
502 $a Thesis (Ph.D.)--Walden University, 2023.
504 $a Includes bibliographical references
520 $a The problem this study addressed was the documented emotional distress among the State of Georgia's educational leaders-bureaucrats serving majority-minority students in the hyper-politicized public policy environment instituted with the codifying of O.C.G.A. 20-11-1 Georgia's General Education Divisive Concept law. The purpose of this study was to explore the emotional impact of the policy on K-12 public educational leaders serving majority-minority students whose academic growth was known to necessitate culturally relevant curriculum at odds with the "Divisive" law using a general qualitative methodology. The theoretical foundation was shaped at the intersection of two salient public policy theories: representative bureaucratic theory and the narrative policy framework. The research focused on identifying the State of Georgia's educational leaders' emotional experiences based on their personal stories about implementing controversial student curriculum frameworks and instructional practices based on the State of Georgia's Divisive Concept law. Analysis of narrative data obtained using semi-structured interviews with 12 educational leaders revealed that the public policy environment of the Divisive Concept law led to feelings of threat and dislike with an associated passive-aggressive emotional and behavioral response. The positive social change implication is wider than including the opportunity to develop more equitable responsive bureaucratic workforces even while considering equitable public policymaking.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Education policy. $3 1107727
650 4 $a Political science. $3 558774
650 4 $a Public policy. $3 1002398
653 $a Emotional experiences
653 $a Educational leaders
653 $a Policymaking
653 $a Qualitative methodology
653 $a Bureaucratic theory
655 7 $a Electronic books. $2 local $3 554714
690 $a 0630
690 $a 0615
690 $a 0458
710 2 $a Walden University. $b Public Policy and Administration. $3 1179609
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 85-06A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30817788 $z click for full text (PQDT)