Learning from Schools: School Choice,Political Learning,and Policy Feedback

This article investigates the policy feedback and political learning effects of school vouchers. Of particular interest is how market‐based policies affect the likelihood that program participants will connect their experiences with the policy to the government. I examine parent survey data from an evaluation of the Milwaukee school voucher program. I find that voucher parents are more likely than public school parents to perceive that the government has influenced their child's schooling and to believe that their experiences with their child's school have taught them about how government works. Further, voucher parents report that their experiences with the policy have made them more politically active. While majorities of voucher and public school parents support increased public school expenditures, there is some evidence that school vouchers may decrease support for public schools.     

Phenomenology and the Megaliths of Wales: a Dreaming Too Far?

It is argued that the field data do not support the claims made by Tilley in his A Phenomenology of Landscape (1994) for intentional relationships between the placing of Welsh megalithic tombs and natural features of the landscape. The critique relates to sample quality, observational rigour and failure to examine alternative hypotheses concerning the siting factors involved in the placing of the tombs.