Re-conceptualizing the paradox in (education) policy implementation

Intro -- Contents -- Preface -- Acknowledgements -- Acronyms/Abbreviations -- Chapter 1 -- Defining (Education) Policy -- Outline -- The Traditional Problem-Solving Definition of Policy -- Characteristic Features and/or Significance of the Problem-Solving Definition of Policy -- Weaknesses/Criticisms of the Problem-Solving Definition of Policy -- The Process Conception of Policy -- Importance of the Process Conception of Policy -- Criticisms/Weaknesses of the Process Conception of Policy -- The Theoretical Eclecticism Approach to Conceptualizing Policy -- Importance of the Theoretical Eclecticism Approach to Conceptualizing Policy -- Criticisms/Weaknesses of the Theoretical Eclecticism Approach to Conceptualizing Policy -- Summary -- Chapter 2 -- Understanding Education Policy-Making -- Outline -- Approaches to Education Policy-Making and Implementation -- Education Policy-Making in the Ghanaian Context: The Narrative -- Case Studies of Education Policy-Making from the Context of Britain: Accounts Drawn from Trowler (1998) -- Case Study 1: Policy-Making on Grant Maintained (GM) Schools -- Case Study 2: National Curriculum Policy-Making in England and Wales -- Key Points about Educational Policy-Making Process: Picking Strawberries from the Jam -- Summary -- Chapter 3 -- Understanding the Concept and Nature of (Education) Policy Implementation -- Overview -- Defining the Concept of Implementation -- Key Ingredients/Elements of Effective Implementation -- Policy Objectives/Intentions and Policy Outcomes -- Formator and Implementor -- Initiator -- Time -- Approaches to (Education) Policy Implementation -- Top-Down Approach to Policy Implementation -- Strengths of the Top-Down Approach -- Weaknesses or Criticisms of the Top-Down Approach -- Bottom-up Approach to Policy Implementation -- Strengths of the Bottom-up Approach.