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Pedagogy for policy analysis and management
Author(s) -
O'Hare Michael
Publication year - 2008
Publication title -
journal of policy analysis and management
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.898
H-Index - 84
eISSN - 1520-6688
pISSN - 0276-8739
DOI - 10.1002/pam.20371
Subject(s) - experiential learning , presidential system , pedagogy , policy analysis , sociology , mathematics education , psychology , public relations , computer science , political science , public administration , law , politics
This essay presents two pedagogical models found in public policy programs, and attends (less exhaustively) to the managerial environment in which they coexist. The models are, of course, lecturing in all its various versions, and the cluster of teaching practices called case‐method teaching, student‐centered learning, active learning, experiential learning, discussion‐based teaching, and the like. The central question addressed is: How can it be that we still don't know which is better, or which is better for what, if know means anything like what it means in the larger policy analytic paradigm? Research comparing practices can improve our choices and outcomes.12 12 Thanks to myriad colleagues (especially) John Boehrer, J. Mark Schuster, Eugene Bardach, and David Kirp, plus my cohort of 2005–06 Presidential Chair Fellows and that program's very committed leader, Steve Tollefson, for discussions of pedagogy that have reminded me over the years that teaching could be an intellectually demanding, rigorous, and collaborative enterprise, and to Robert MacCoun for comments on drafts of this paper.