Using bounded rationality in decision-making by Simon, H. A. 1957. Administrative Behavior: A Study of Decision-Making Processes in Administrative Organizations, 2nd ed. New York: Free Press; Simon, H. A. 1976. Administrative Behavior: A Study of Decision-Making Processes in Administrative Organizations, 3rd ed. New York: Free Press) and planning theory by Cervero, R. M., and A. L. Wilson. 1994a. Planning responsibly for Adult Education. San Francisco: Jossey-Bass; Cervero, R. M., and A. L. Wilson. 1994b. “The Politics of Responsibility: A Theory of Program Planning Practice for Adult Education.” Adult Education Quarterly 45 (1): 249–68; Cervero, R. M., and A. L. Wilson. 1996. What Really Matters in Adult Education Program Planning: Lessons in Negotiating Power and Interests. San Francisco: Jossey-Bass; Cervero, R. M., and A. L. Wilson. 1998. “Working the Planning Table: The Political Practice of Adult Education.” Studies in Continuing Education 20 (1): 5–22; Cervero, R. M., and A. L. Wilson. 2006. Working the Planning Table: Negotiating Democratically for Adult, Continuing, and Workplace Education. San Francisco: Jossey-Bass, this case study explored 2017 Every Student Succeeds Act (Every Student Succeeds Act of 2015 (ESEA) 2015. Pub. L. No. 114-95 § 114 Stat. 1177) grant application documents submitted by state education agencies (SEAs). Specifically explored was the presence or absence of requests in the grant applications for funds that can be used to support school library programs and employ and/or provide professional development funding for licensed school librarians. The purpose was to provide a description of decision-making and planning at the level of state administrators who functioned in the context of SEA and Local Education Agency organizations and were responsible for writing 2017 ESSA plans. Collected was data in four phases. The findings of this research informed a new model that illustrate sources of power relationships among legitimate interests in 2017 ESSA planning. A second proposed model can be applied to all types of libraries and their decision-making and planning. Both models can be tested in future research studies.

中文翻译：

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培养民主规划过程：每个学生都成功法案要求学校图书馆资助的定性案例

Simon, HA 1957 在决策中使用有限理性。行政行为：行政组织的决策过程研究, 第 2 版。纽约：新闻自由；西蒙，医管局 1976 年。行政行为：行政组织的决策过程研究, 第 3 版。纽约：自由出版社）和 Cervero、RM 和 AL Wilson 的规划理论。1994a。负责任地规划成人教育. 旧金山：乔西-巴斯；Cervero、RM 和 AL 威尔逊。1994b。“责任政治：成人教育项目规划实践理论”。成人教育季刊45（1）：249-68；Cervero、RM 和 AL 威尔逊。1996 年。成人教育计划规划中真正重要的是：谈判权力和利益的教训. 旧金山：乔西-巴斯；Cervero、RM 和 AL 威尔逊。1998. “制定计划表：成人教育的政治实践”。继续教育研究20（1）：5-22；Cervero、RM 和 AL 威尔逊。2006 年。制定计划表：为成人、继续教育和工作场所教育进行民主谈判. 旧金山：Jossey-Bass，本案例研究探讨了 2017 年每个学生成功法案（Every Student Succeeds Act of 2015 (ESEA) 2015。酒吧。L. No. 114-95 § 114 Stat. 1177) 州教育机构 (SEA) 提交的拨款申请文件。具体探讨了拨款申请中是否存在可用于支持学校图书馆计划以及为持牌学校图书馆员雇用和/或提供专业发展资金的资金申请。目的是描述在 SEA 和地方教育机构组织的背景下运作并负责编写 2017 年 ESSA 计划的州行政人员的决策和规划。收集的是四个阶段的数据。这项研究的结果为一个新模型提供了依据，该模型说明了 2017 年 ESSA 规划中合法利益之间的权力关系来源。第二个提议的模型可以应用于所有类型的图书馆及其决策和规划。