ERIC Number: ED474624
Record Type: Non-Journal
Publication Date: 2002-Oct-31
Reference Count: N/A
The Effect of Groups and Individuals on National Decisionmaking: Influence and Domination in the Reading Policymaking Environment. CIERA Report.
McDaniel, Julie E.; Miskel, Cecil G.
Policy domain study highlights the effect of location on network influence. Previous research has indicated a relationship between the groups and individuals with the strongest influence reputation and the location of these groups within the environment. In the reading policy environment such groups interact with one another in formal joint projects and informal collaborations. But regardless of the type of interaction, the relationships that these actors form with one another have an effect on their prominence--their centrality and prestige--in the national reading policy domain. Using this rationale, the hypothesis guiding this study is as follows: Central policy actors will be perceived to be more influential than peripheral policy actors in shaping national reading policy. This study of influence and domination employed social network analysis, a methodology commonly used for policy domain study. Social network requires specific procedures (outlined in the study) for data collection, boundary specification, and data measurement. Data included interview transcripts, archival documents, and previous research. Findings show the variety of affiliations among network actors. For example, one clique was composed of five government groups, while another clique comprised a group of policy makers and interest groups. The membership of still another clique illustrates the extent of collaboration between reading content groups, government offices, educational coalitions, and professional organizations. (Contains 5 tables and 27 references.) (NKA)
CIERA/University of Michigan, 610 E. University Ave., 1600 SEB, Ann Arbor, MI 48109-1259. Tel: 734-647-6940; Fax: 734-763-1229; Web site: http://www.ciera.org; For full text: http://www.ciera.org/library/reports/inquiry-3/3-025/3-025.pdf.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Improvement of Early Reading Achievement, Ann Arbor, MI.