Abstract
Explores the perceived complexity and urgency defined by school principals for planning processes and plans for policy issues that form the Israeli educational agenda. Advances proposition that the higher the urgency attributed to a specific issue, the lower the probability that educators will adequately address its complexity and create plans that offer satisfactory and long-lasting solutions for it.
| Original language | English |
|---|---|
| Pages (from-to) | 70-83 |
| Number of pages | 14 |
| Journal | Planning and Changing |
| Volume | 31 |
| Issue number | 1-2 |
| State | Published - 2000 |
Keywords
- Elementary Secondary Education
- Educational Planning
- principals
- Community Influence
- Educational Policy
- School Administration