Search results for: Education policies
Page 14/20 195 items
The present article critically examines the work of the European Commission-sponsored network, the European Expert Network on Economics of Education (EENEE). The aim is to develop understanding of the context and significance of the mobilization of the economics of education research and policy paradigm within the European Union’s Education and Training 2010 Work Programme. In conclusion, the article argues that the Commission has mobilized the economics of education politically and strategically.
Updated: Jan. 25, 2011
Stating the Obvious: The European Qualifications Framework is not a Neutral Evidence-Based Policy Tool
The goal of this paper is to denaturalize the European Qualifications Framework (EQF) discourse through a discursive reading of the EQF policy and a review of research on national qualifications frameworks in a number of primarily Anglo-Saxon countries. The author argues that the EQF policy is not neutral, nor is there evidence to substantiate the claim that the EQF is a case of policy learning from ‘good practice’.
Updated: Jan. 23, 2011
The article seeks to explain how students from middle-class to upper-middle-class communities continue to pull ahead of students from other backgrounds. A mixed-method ethnographic study that followed a diverse group of high- and underachieving students through their entire high school careers. The article describes the practices that were oriented toward producing competitive academic success, including: 1) the class cultural community achievement ideology; (2) the school’s institutional advantaging of its pupils; (3) student identities and strategies for school success; and (4) parental intervention in school and manipulation of educational policies.
Updated: Nov. 28, 2010
Discourses on Inclusion, Citizenship and Categorizations of ‘Special’ in Education Policy: The Case of Negotiating Change in the Governing of Vocational Special Needs Education in Finland
This paper deals with the negotiation process deciding the institutional organization of vocational special needs education and training in Finland. Traditionally, the state has been a strong actor in organizing vocational special needs education in Finland. At the beginning of 2009, however, all five state-maintained vocational special schools were administratively merged with vocational special schools of non-governmental not-for-profit organizations. The article focuses on research that has documented the change process in three former state schools by visiting the schools, gathering ethnographic data and interviewing the head teachers about the process.
Updated: Oct. 29, 2010
New Voices, New Knowledges and the New Politics of Education Research: The Gathering of a Perfect Storm?
This paper outlines and discusses a set of related developments in the governance, reform and privatisation of knowledge production in the field of education policy. The article argues that knowledge about, performative knowledge, and knowledge for leadership knowledge are key facets of the new governance and ongoing reform of public sector education. However, they are increasingly created and sold to governments by private sector and philanthropic organisations. Increasingly the idea of a public/private divide in education is redundant.
Updated: Oct. 29, 2010
This article has two primary aims. The first is to clarify the differing rationales for affirmative action that have emerged in five nations—France, India, South Africa, the United States and Brazil. The second is to make the case for the most compelling rationales, whether instrumentally or morally based. The author offers philosophical analysis of the justifications for affirmative action in each country and synthesizes federal and state legislation, court decisions, news media sources, and research-based scholarship.
Updated: Oct. 19, 2010
Developing a Policy for an International Experience Requirement in a Graduate Teacher Education Program: A Cautionary Tale
This case study describes the process education faculty went through to craft a response to a school-wide international experience initiative. Analysis revealed three competing frames that shaped individual faculty members' expectations. This is a cautionary tale providing lessons learned from one university's experience.
Updated: Oct. 12, 2010
The authors share findings, insights, and implications from “Going Virtual! The Status of Professional Development for K12 Online Teachers. This is a report from 2007, which supported by the North American Council for Online Learning. The authors conducted a national survey of 259 K-12 online teachers, administrators, and professional development trainers. This article provides three main insights from the study. The article discusses implications for K12 online teacher professional development practice, policy, and research.
Updated: Oct. 12, 2010
This article reports on an in-depth study of assessment across one university, exploring views and practices in each of the five faculties. The authors conducted semi-structured interviews with eight staff and small group interviews with 60 students. The data indicate that: there is very little common understanding of the terms often used to describe forms of assessment in policy documents and other literature; and students, contrary to popular belief, do value assessment that carries no marks, although a form of ‘deferred instrumentalism’ may be at work here. The article concludes by suggesting frameworks and terminology for future discussion and issues for staff development.
Updated: Sep. 27, 2010
Getting from Here to There: The Roles of Policy Makers and Principals in Increasing Science Teacher Quality
In this study, the authors focus on the professional perspectives and actions of federal and state policy makers and school principals as they address the problem of science teacher quality. Findings suggest that both policy makers and principals prioritize increasing incentives for teachers entering the science teaching profession. The authors conclude that the work of the principal and the policy maker are both necessary to increase science teacher quality though neither is sufficient in and of itself.
Updated: Sep. 19, 2010