Abstract
Purpose. The purpose of this dissertation was to examine the ongoing policy isomorphism between military doctrine and American education policy at the federal level. The study examined six educational policy epochs after identified American conflict periods. Presidential speeches were examined to calculate the frequency of military terminology and education terminology during conflict periods. Theoretical Framework. This research implemented garbage can theory, punctuated equilibrium theory, and rational choice theory to explain the convergence of military doctrine and educational policy in America. Methodology. The study was conducted through a mixed-method approach. A quantitative examination of presidential oratory through Nvivo 8.0 statistical software tracked presidential oratory and correlated military terminology to educational terminology. A qualitative examination of key presidential addresses and speeches was carried out hermeneutically. Observational-level data included presidential oratory, military doctrine, executive orders, and federal educational policy. Findings. The results of this study demonstrate that (a) specified conflict periods correlate, in time, with identified presidential speeches between military terminology, as specified by the U.S. Department of Defense's (2009) Dictionary of Military Terms, and educational terminology, as specified by EdSource (2007); (b) over time an increase in convergence between military terminology and educational terminology exists; (c) military terminology precedes the initiation of educational terminology; and (d) spatial "proximity" is evident between military and educational terminology and is significantly closer for speeches during conflict periods. Conclusion. This dissertation adds to the body of knowledge examining the federal government's involvement with public education in America. The research examined major events, both militarily and legislatively, that relate to educational policy. A major focus of this dissertation was to determine whether the National Defense Education Act of 1958 and the No Child Left Behind Act of 2001, with regard to the incorporation of military doctrine, were exceptional cases or parts of a long-established pattern of convergence of military doctrine and federal educational policy in America.