000			01888naa a2200265uu 4500
001			1050915095237
003			OSt
005			20190211175131.0
008			110509s2010 xx ||||gr |0|| 0 eng d
100	1		_aBRECHER, Charles _936578
245	1	0	_aUnderstanding the political context of "new" policy issues : _bthe use of the expanded after-school programs
260			_aCary : _bOxford University, _capr. 2010
520	3		_aThis article uses the Advocacy Coalition Framework to identify the stakeholders and their coalitions in the arena of after-school policy, which drew much new attention beginning in the early 1990s in many American cities. Using evidence from case studies in five cities, we show how the framework can be extended beyond stakeholder analysis to include identification of core and secondary value conflicts and of opportunities for policy analysis to help strengthen coalition and pressures for change. Coalition in each of the cities differ over core values relating to the purposes of after-school programs (academic versus "fun"), but policy analysts can promote common goals by developing options to deal with the secondary conflicts over the relative importance of facilities versus program content, the modes of collaboration between public schools and community based organizations, and the incentives for public school teachers to engage in staffing after-school programs
650		4	_912704 _aEducação
650		4	_aPós-Graduação _912033
650		4	_aPolítica Educacional _913179
650		4	_aStakeholder _913425
700	1		_aBRAZILL, Caitlyn _944748
700	1		_aWEITZMAN, Beth C. _944749
700	1		_aSILVER, Diana _944750
773	0	8	_tJournal of Public Administration Research and Theory - JPART _g20, 2, p. 335-355 _dCary : Oxford University, apr. 2010 _xISSN 10531858 _w
942			_cS
998			_a20110509 _b1509^b _cDaiane
998			_a20120517 _b1515^b _cGeisneer
999			_aConvertido do Formato PHL _bPHL2MARC21 1.1 _c39407 _d39407
041			_aeng