{"title":"制定教育改革议程：苏格兰教育未来愿景声明案例","authors":"Louise Campbell","doi":"10.1080/03054985.2023.2292638","DOIUrl":null,"url":null,"abstract":"Policy cycles are initiated via a variety of context-bound causal drivers. In situations where systemic reform is desired, agenda-setting is vital to this process. This paper examines ‘The National...","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"34 1","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Agenda-setting for education reform: the case of the Vision Statement for the Future of Scottish Education\",\"authors\":\"Louise Campbell\",\"doi\":\"10.1080/03054985.2023.2292638\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Policy cycles are initiated via a variety of context-bound causal drivers. In situations where systemic reform is desired, agenda-setting is vital to this process. This paper examines ‘The National...\",\"PeriodicalId\":47910,\"journal\":{\"name\":\"Oxford Review of Education\",\"volume\":\"34 1\",\"pages\":\"\"},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2023-12-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Oxford Review of Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/03054985.2023.2292638\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Oxford Review of Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/03054985.2023.2292638","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Agenda-setting for education reform: the case of the Vision Statement for the Future of Scottish Education
Policy cycles are initiated via a variety of context-bound causal drivers. In situations where systemic reform is desired, agenda-setting is vital to this process. This paper examines ‘The National...
期刊介绍：
The Oxford Review of Education is a well established journal with an extensive international readership. It is committed to deploying the resources of a wide range of academic disciplines in the service of educational scholarship, and the Editors welcome articles reporting significant new research as well as contributions of a more analytic or reflective nature. The membership of the editorial board reflects these emphases, which have remained characteristic of the Review since its foundation. The Review seeks to preserve the highest standards of professional scholarship in education, while also seeking to publish articles which will be of interest and utility to a wider public, including policy makers.
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