Search results for: Policy analysis
Page 1/2 12 items
Faced with declining numbers of students in teacher education programs, policymakers in many states are considering new actions that might increase teacher supply. One approach that has gained increasing popularity is community colleges beginning to offer 4-year degrees in teacher education. This study explores state adoption of these programs and its effect on the number and diversity of students earning bachelor’s degrees in teacher education. Overall, the authors find no effect of these programs; however, in the limited case of a state with widespread use of community college baccalaureate (CCB) teacher education programs they find that degree production increased, yet the diversity of the graduates declined.
Updated: Aug. 11, 2019
This article presents a qualitative exploration of the critical policy analysis approach to educational policy studies. The authors used a historical approach that makes use of oral history interviews with educational policy. They developed an understanding of the critical approach to policy studies, its appeal among critical education policy scholars, and the rationales driving its use.
Updated: Mar. 12, 2015
In this article, the author contrasts two motivation theories often used to guide thinking about teacher evaluation, in order to develop an overarching theory of how evaluation works. The external motivation theory relies on economics and extrinsic incentives, and the internal motivation uses psychology and intrinsic incentives. These theories and available evidence raise doubts about performance-based pay, but not the use of other extrinsic incentives.
Updated: Aug. 20, 2014
This paper explores issues around the growing need for data-driven decision making in programs in schools of education. A systems perspective to explore course and programmatic implementation is presented.
Updated: Jan. 19, 2014
Pedagogical content knowledge (PCK) includes teachers’ understanding of how students learn, or fail to learn, specific subject matter. Hence, professional development programs should focus on the development of PCK. The article implies that professional development programs should be closely aligned to teachers’ professional practice.
Updated: Oct. 22, 2013
The authors review the compatibility of key purposes for Electronic Portfolios (EPs) in light of the changing landscape of their use in teacher education. The authors will focus on analyzing the key purposes of portfolios—student learning/ reflection and accountability/accreditation, followed by another purpose cited in the literature—employment. The authors will discuss the costs and benefits as perceived by the various stakeholders. The authors conclude with seven recommendations to forge productive middle ground between the multiple purposes for EP use .
Updated: Jun. 05, 2013
Going beyond the ‘PISA Shock’ Discourse: An Analysis of the Cognitive Reception of PISA in Six European Countries, 2001‑2008
This article analyzes the cognitive reception of PISA in six European countries which were studied in the European collective research project KNOWandPOL (Knowledge and Policy in Education and Health Sectors). The author proposes a specific theoretical framework which largely draws on some concepts and theoretical tools from the sociology of translation and their adaptation in policy analysis.
Updated: May. 29, 2013
A Call to Duty: Educational Policy and School Reform Addressing the Needs of Children From Military Families
This article examines the intersections among state policy, school reform, and the educational experiences of military children.
Updated: Mar. 24, 2013
Teacher Learning and Policy Intention: Selected Findings from an Evaluation of a Large-Scale Programme of Professional Development in the Republic of Ireland
The study reported on in this article is set in the context of a national programme of professional development for primary teachers in the Republic of Ireland. The article investigates the acquisition and interpretation by teachers of the elements of the reform. The authors consider the extent to which the professional development experiences facilitated change in teachers' knowledge and if the teachers interpreted this in the way expected by policy-makers.
Updated: Jan. 31, 2010
Since 2002 the arrangements for training teachers in the broadly defined learning and skills sector have been subject to scrutiny and a wide-ranging reform agenda has been put forward by the Government. This article examines the key reforms using a three stage model to analyze the policy development process. It also discusses the functions and status of the sector skills council, Learning UK (LLUK), in order to examine its relationships with external stakeholders.
Updated: Jun. 02, 2009