The Effects of Risk, Beliefs, and Trust in Education Policy Networks: The Case of Autism and Special Education.
Resumen: There are multiple theoretical accounts of how actors address problems of collective action in policy networks, but the two most prominent hypotheses are the risk and belief homophily hypotheses. The risk hypothesis claims that relational structures (e.g., bridging, bonding) depend on the b...
| Publicado en: | Policy Studies Journal Vol. 48; no. 1; pp. 38 - 64 |
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| Formato: | Artículo |
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Wiley-Blackwell
Feb2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=141783289&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 141783289 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 0190292X PSJ jtl: Policy Studies Journal issn: 0190292X maglogo: Y pubinfo: dt: Feb2020 vid: 48 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 141783289 10.1111/psj.12246 ppf: 38 ppct: 26 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 466KB tig: atl: The Effects of Risk, Beliefs, and Trust in Education Policy Networks: The Case of Autism and Special Education. aug: au: Parsons, Bryan M. su: Education policy Autism & society Special education Policy networks Risk sug: subj: Education policy Autism & society Special education Policy networks Other provincial and territorial public administration Other local, municipal and regional public administration Administration of Education Programs Risk keyword: education policy policy beliefs policy networks risk education policy policy beliefs policy networks risk ab: Resumen: There are multiple theoretical accounts of how actors address problems of collective action in policy networks, but the two most prominent hypotheses are the risk and belief homophily hypotheses. The risk hypothesis claims that relational structures (e.g., bridging, bonding) depend on the benefits actors receive from uncooperative behavior, while the belief homophily hypothesis claims that relational ties form around shared policy beliefs. This study incorporates the case of autism and special education policy, a subsystem best characterized by Berardo and Scholz's (2010) conceptualization of a low‐risk environment, to test hypotheses about the influence of risk, policy beliefs, and trust on the formation on relational ties in education policy networks. Utilizing data from a 2016 network survey of public and private special education stakeholders in Virginia, results from exponential random graph models provide support for the effects of bridging structures, beliefs related to the medical model of disability, and social trust on strong (collaboration) and weak (information/advice) relational ties in policy networks. The findings reinforce the importance of using policy networks to understand how actors build connections across multiple jurisdictions and policy sectors to mitigate problems of coordination in policy decision making and implementation. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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