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Educational Policy Analysis and the Politics of Interpretation

Author

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  • Michael Peters

    (University of Auckland)

  • James Marshall

    (University of Auckland)

Abstract

The authors in this article report on and develop a methodology for producing a well-defined problem in policy analysis. The methodology, which is christened the "evaluative context, " is defined as an iterative process based on a series of checklist questions. It is given a theoretical background in the literature, and its genesis and development are discussed in connection with a number of practical projects in earlier sections of the article. Finally, the use of the method ology is exhibited in a recent project.

Suggested Citation

  • Michael Peters & James Marshall, 1993. "Educational Policy Analysis and the Politics of Interpretation," Evaluation Review, , vol. 17(3), pages 310-330, June.
    • Handle: RePEc:sae:evarev:v:17:y:1993:i:3:p:310-330
    DOI: 10.1177/0193841X9301700304
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