東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Policy transfer in the post-socialis...

Krywko, Krystyann Karmen.

Linked to FindBook

Google Book

Amazon

博客來

Policy transfer in the post-socialist region: The Open Society Institute and the Step By Step initiative.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Policy transfer in the post-socialist region: The Open Society Institute and the Step By Step initiative./
Author:	Krywko, Krystyann Karmen.
Description:	219 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3524.
Contained By:	Dissertation Abstracts International71-10A.
Subject:	East European Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3425021
ISBN:	9781124253954

Policy transfer in the post-socialist region: The Open Society Institute and the Step By Step initiative.
Krywko, Krystyann Karmen.

Policy transfer in the post-socialist region: The Open Society Institute and the Step By Step initiative. - 219 p.

Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3524.

Thesis (Ed.D.)--Teachers College, Columbia University, 2010.

This research is a qualitative case study that analyzes how and why the Open Society Institute (OSI) chose the US-based Head Start (HS) program as an appropriate early childhood education (ECE) model to borrow and implement in the post-socialist region as the Step by Step (SbS) program. With the re-introduction of democracy and open society in the post-socialist region, educational borrowing has become one of the key strategies in the rebuilding and reformation of post-socialist education systems. While the process of educational borrowing is not a new phenomenon, the role of local and national governments' involvement has changed as multiple agencies, ranging from international NGOs to semi-governmental organizations (such as the World Bank), have become involved in the development and implementation of educational reform processes. The provision of ECE has become a critical catalyst to promote stability within transitioning countries, as funding for these programs provides an important site for foreign intervention due to the intrinsic value offered to parents, along with the perceived neutrality of ECE.

ISBN: 9781124253954Subjects--Topical Terms:

1672281
East European Studies.

Policy transfer in the post-socialist region: The Open Society Institute and the Step By Step initiative.
LDR:03022nam 2200289 4500 001 1399356
005 20110926101036.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124253954
035 $a (UMI)AAI3425021
035 $a AAI3425021
040 $a UMI $c UMI
100 1 $a Krywko, Krystyann Karmen. $3 1678312
245 1 0 $a Policy transfer in the post-socialist region: The Open Society Institute and the Step By Step initiative.
300 $a 219 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3524.
500 $a Adviser: Gita Steiner-Khamsi.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2010.
520 $a This research is a qualitative case study that analyzes how and why the Open Society Institute (OSI) chose the US-based Head Start (HS) program as an appropriate early childhood education (ECE) model to borrow and implement in the post-socialist region as the Step by Step (SbS) program. With the re-introduction of democracy and open society in the post-socialist region, educational borrowing has become one of the key strategies in the rebuilding and reformation of post-socialist education systems. While the process of educational borrowing is not a new phenomenon, the role of local and national governments' involvement has changed as multiple agencies, ranging from international NGOs to semi-governmental organizations (such as the World Bank), have become involved in the development and implementation of educational reform processes. The provision of ECE has become a critical catalyst to promote stability within transitioning countries, as funding for these programs provides an important site for foreign intervention due to the intrinsic value offered to parents, along with the perceived neutrality of ECE.
520 $a The study highlights tensions present between local practitioners responsible for implementation of the transferred program and foundation personnel responsible for maintenance and the future of the foundation; and illustrates difficulties in maintaining enthusiasm and impetus for a developed program when the goals of the developing foundation have changed over time. Specifically, the study focused on four main findings: (1) donors choose specific programs and practices that support the mission of the organization; (2) specific forms of transfer are involved in the borrowing process that serve as a filter to the information and practices transferred; (3) there is a need for more genuine local involvement in the early stages of program replication; (4) the transfer of a program is not a linear process; instead it becomes enmeshed in the complex social interactions of individuals and organizations involved in the transfer process.
590 $a School code: 0055.
650 4 $a East European Studies. $3 1672281
650 4 $a Education, Early Childhood. $3 1017530
690 $a 0437
690 $a 0518
710 2 $a Teachers College, Columbia University. $3 1018028
773 0 $t Dissertation Abstracts International $g 71-10A.
790 1 0 $a Steiner-Khamsi, Gita, $e advisor
790 $a 0055
791 $a Ed.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3425021