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Rethinking Policy for Children: Implications for Educational Administration


by Michael W. Kirst, Milbrey W. McLaughlin & Diane Massell 1990

The current fragmentation across children's services represents a fundamental failure to confront the comprehensive needs of children, youth, and adults. Those responsible for providing services to children have neglected to begin with the simple, provocative question: What is it like to be a child who needs help? The current top-down policy approach operates from the organizational perspective of the multiple providers. We outline here the changing conditions and needs of children to form a basis for analyzing the effectiveness of the current services delivered to them. We then move to the conditions of the services as they presently exist, and to prescriptions for improving and reconceptualizing policies and administrative approaches. Finally, we delineate the role of the schools in this new conceptualization.


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This article originally appeared as NSSE Yearbook Vol 89, No. 2.


Cite This Article as: Teachers College Record Volume 91 Number 6, 1990, p. 69-90
http://www.tcrecord.org ID Number: 18915, Date Accessed: 12/12/2017 4:54:31 PM

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About the Author
  • Michael Kirst
    Stanford University
    E-mail Author
    MICHAEL W. KIRST is a professor of Political Science and Public Policy at Stanford University.
  • Milbrey McLaughlin
    Stanford University
    E-mail Author
    MILBREY MCLAUGHLIN is a professor of Education at Stanford University.
  • Diane Massell
    Stanford University
    E-mail Author
    DIANE MASSELL is a doctoral student at Stanford University.
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