國立虎尾科技大學 |

Smart Money? Foundation Investment in Education Reform.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Smart Money? Foundation Investment in Education Reform./
Author:	DiSabatino, Lydia.
Description:	1 online resource (161 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
Subject:	Sociology. -
Online resource:	click for full text (PQDT)
ISBN:	9780355203486

Smart Money? Foundation Investment in Education Reform.
DiSabatino, Lydia.

Smart Money? Foundation Investment in Education Reform. - 1 online resource (161 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

Philanthropy has historically played an important role in supporting public education in the United States. Today's foundations, however, play a more active role in reshaping the very structure of public education itself. This dissertation asks two main research questions about this involvement. First, how do major foundations frame the problems in education and how do they describe their preferred policy solutions? Second, because most education policies are passed at the state level, I ask, why do some states receive more foundation money for education than others? Using the framework of discursive institutionalism, I argue that the combination of politically neutral rhetoric and immense financial resources allows major foundations to act as extremely effective policy entrepreneurs in education. I also argue that their effectiveness is helping to bring about actual institutional change in the historically inflexible field of education.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355203486Subjects--Topical Terms:

551705
Sociology.
Index Terms--Genre/Form:

554714
Electronic books.

Smart Money? Foundation Investment in Education Reform.
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500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Adviser: Pamela B. Walters.
502 $a Thesis (Ph.D.) $c Indiana University $d 2017.
504 $a Includes bibliographical references
520 $a Philanthropy has historically played an important role in supporting public education in the United States. Today's foundations, however, play a more active role in reshaping the very structure of public education itself. This dissertation asks two main research questions about this involvement. First, how do major foundations frame the problems in education and how do they describe their preferred policy solutions? Second, because most education policies are passed at the state level, I ask, why do some states receive more foundation money for education than others? Using the framework of discursive institutionalism, I argue that the combination of politically neutral rhetoric and immense financial resources allows major foundations to act as extremely effective policy entrepreneurs in education. I also argue that their effectiveness is helping to bring about actual institutional change in the historically inflexible field of education.
520 $a To investigate these questions, I use two sources of data. First, through qualitative content analysis of speeches given by the Bill and Melinda Gates Foundation I analyze the rhetorical themes they use to describe education, focusing on the way the foundation both frames the problems of education and their policy solutions. Second, to investigate the state-level factors that encourage philanthropic investment by three major foundations (the Gates Foundation, the Broad Foundation, and the Walton Foundation), I compile an original data set of state-level characteristics and individual grants made by these three foundations. Regression models on the data produce key insights showing how these foundations invest in particular state policy environments in order to advance their philanthropic agenda.
520 $a Overall, I show that the rhetoric of the Gates Foundation locates both the problems in education and attributes blame for them within the school system itself, setting up a policy agenda that is directly aimed at challenging the existing institutional structure of public schools. In addition, my quantitative analysis shows that these major foundations choose to invest in states with policy environments favorable to their goals---but that these policy environments are not tied to any particular political party.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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650 4 $a Education policy. $3 1107727
650 4 $a Education finance. $3 1179336
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10619780 $z click for full text (PQDT)