Search results for: Education policies
Page 7/20 195 items
In this article, the author argues that there is a considerable degree of similarity between research in the hard sciences and education and that this provides a useful lens for thinking about what constitutes “rigorous” and “scientific” education research. He suggests that the fundamental property of hard science research is its predictive power, a property that can equally be applied to large- and small-scale and quantitative and qualitative research in education.
Updated: Jul. 23, 2014
Renewing Sociology of Education? Knowledge Spaces, Situated Enactments, and Sociological Practice in a World on the Move
This article asks 'how can sociology of education speak into contemporary educational knowledge and construct vocabularies that re-open dialogue about social justice'? A mobile methodology is used to report on three knowledge spaces that locate sociological practice and frame sociological knowledge. The author argues that global transitions have re-scaled and re-ordered the relation between the sovereign and governmental spatial powers that previously centred education.
Updated: Jul. 23, 2014
The current article provides an overview of the Australian Federal Government initiatives in the area of early childhood with regard to the provision of early childhood education and care. Recent Australian policies, reforms, and curriculum documents show there is an increasing need for educators to recognise the social, cultural and political influences on teaching and learning. These changes have influenced a Western Australian university to develop an innovative birth to 8 years preservice educator education curriculum. The program redesign at Curtin University is one example of a way in which academics involved in program development at universities can interpret policy, recognize change and act on this change by reforming and implementing appropriate courses of study.
Updated: Jul. 14, 2014
In this article, the authors refer to the discussion of appropriate methods for researching professional development. They extend this discussion by observing that randomized trials of specific professional development programs have not enhanced our knowledge of effective program characteristics, leaving practitioners without guidance with regard to best practices. In response, the authors propose that scholars should execute more rigorous comparisons of professional development designs at the initial stages of program development and use information derived from these studies to build a professional knowledge base.
Updated: Jun. 25, 2014
Accounting For Higher Education Accountability: Political Origins of State Performance Funding for Higher Education
This study examines the political forces that have driven the development of performance funding in some states but not others. This study found that many of the actors and motives cited by the prevailing perspective operated in the six states, including state legislators, governors, and business people pursuing performance funding in the name of greater effectiveness and efficiency for higher education. However, the prevailing perspective misses the key advocacy role of state higher education coordinating boards and individual higher education institutions that pursued performance funding to secure new funds in an era of greater tax resistance and criticism of the effectiveness and efficiency of higher education.
Updated: May. 19, 2014
This article considers the impact of recent political decisions on the provision of teacher education and the continuing development of teachers in England. The author tracks how successive governments have changed the requirements necessary to become a teacher as circumstances have changed in the country. The author also considers the impact of these changes on higher education institutions.
Updated: Mar. 25, 2014
Searching High and Searching Low, Searching East and Searching West: Looking For Trust in Teacher Education
This article reviewed 10 papers. These papers demonstrated that those associated with teacher education, from the policy, research and practice arenas, are currently searching to ensure that the teachers who graduate from an increasing array of programmes, have the skills, attitudes and dispositions to support high levels of student achievement in schools. Several key issues that have emerged from the reviewed articles. The first issue is whether teaching is a craft or a profession. The issue whether the role of teacher is a profession or a craft has implications on how teacher educators view themselves, as practitioners or researchers. Finally, this review describes the lack of trust being shown by politicians and communities in number of countries to both teachers and teacher educators.
Updated: Mar. 25, 2014
Averting Current and Future Special Education Faculty Shortages: Policy Implications and Recommendations
The federal government plays an indispensable role in preparing special education personnel to become teacher educators in higher education. The 2011 Special Education Faculty Needs Assessment study documents a continued supply–demand imbalance of special education faculty. It also documents effectiveness and impact of the Office of Special Education Program’s leadership (doctoral) preparation initiative.
Updated: Mar. 19, 2014
Who Would Stay, Who Would Be Dismissed? An Empirical Consideration of Value-Added Teacher Retention Policies
Several states have recently adopted or are pursuing policies that deny or revoke tenure from teachers who receive poor evaluation ratings over time based in part on quantitative measures of performance. Using data from the state of Florida, the authors estimate such value-added measures to consider the future effectiveness and number of teachers who would have been dismissed under different versions of these policies. The authors show that specific policy design determines the extent of the potential for value-added to improve the overall quality of the teaching workforce.
Updated: Jan. 19, 2014
This article claims that the administration and management of education came to depend on the work of community to solve problems and develop governance and control across the sites and work of education.
Updated: Oct. 09, 2013