When and why are public policies successfully implemented? The case of “the second preschool-teacher’s assistant reform”
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| Udgivet i: | International Journal of Child Care and Education Policy vol. 19, no. 1 (Dec 2025), p. 16 |
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Springer Nature B.V.
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| Online adgang: | Citation/Abstract Full Text Full Text - PDF |
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| 045 | 2 | |b d20251201 |b d20251231 | |
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| 100 | 1 | |a Rachmian, Ayelet |u University of Haifa, Division of Public Administration and Policy, Haifa, Israel (GRID:grid.18098.38) (ISNI:0000 0004 1937 0562) | |
| 245 | 1 | |a When and why are public policies successfully implemented? The case of “the second preschool-teacher’s assistant reform” | |
| 260 | |b Springer Nature B.V. |c Dec 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a The success of public policies depends not only on their design but also on their effective implementation. This paper examines both the factors that contribute to successful policy implementation and the outcomes of such success using Israel’s Second Preschool Teachers’ Assistants Reform as a case study. By analyzing this reform, the study underscores the critical role of local governments in coordinating implementation efforts, as well as the pivotal function of lead preschool teachers as street-level bureaucrats. Using a sample of 174 staff members from 58 preschools in Israel, we found that perceptions of the teaching staff about the extent to which the local government is autonomous are related to the extent of the reform’s implementation, which, in turn, affects objective educational outcomes. The study also shows that the leadership style of the lead teacher plays a role in the relationship between the level of the reform’s implementation and the preschool's success. The study contributes to theoretical knowledge and practical strategies for enhancing policy implementation in public education. | |
| 651 | 4 | |a Israel | |
| 653 | |a Education reform | ||
| 653 | |a Teachers | ||
| 653 | |a Collaboration | ||
| 653 | |a Reforms | ||
| 653 | |a Success | ||
| 653 | |a Politics | ||
| 653 | |a Federal government | ||
| 653 | |a Local government | ||
| 653 | |a Teaching | ||
| 653 | |a Leadership styles | ||
| 653 | |a Preschool teachers | ||
| 653 | |a Case studies | ||
| 653 | |a Policy implementation | ||
| 653 | |a Public policy | ||
| 653 | |a Assistants | ||
| 653 | |a Education policy | ||
| 653 | |a Day care centers | ||
| 653 | |a Leadership | ||
| 653 | |a Leadership style | ||
| 653 | |a Learning outcomes | ||
| 653 | |a Literature Reviews | ||
| 653 | |a Teacher Leadership | ||
| 653 | |a Social Action | ||
| 653 | |a Preschool Children | ||
| 653 | |a Leadership Role | ||
| 653 | |a Educational Change | ||
| 653 | |a Knowledge Economy | ||
| 653 | |a Program Implementation | ||
| 653 | |a Failure | ||
| 653 | |a Governance | ||
| 653 | |a Preschool Education | ||
| 653 | |a Child Development | ||
| 653 | |a Early Childhood Teachers | ||
| 653 | |a Government Role | ||
| 653 | |a Freedom | ||
| 653 | |a National Standards | ||
| 700 | 1 | |a Uster, Anna |u The Max Stern Academic College of Emek Yezreel, Department of Political Science, Mizra, Israel (GRID:grid.454270.0) (ISNI:0000 0001 2150 0053) | |
| 700 | 1 | |a Vashdi, Dana R. |u University of Haifa, Division of Public Administration and Policy, Haifa, Israel (GRID:grid.18098.38) (ISNI:0000 0004 1937 0562) | |
| 773 | 0 | |t International Journal of Child Care and Education Policy |g vol. 19, no. 1 (Dec 2025), p. 16 | |
| 786 | 0 | |d ProQuest |t Sociology Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3250884526/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3250884526/fulltext/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3250884526/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |