Search results for: Education policies
Page 15/20 195 items
Raising the Educational Requirements for Teachers in Infant Toddler Classrooms: Implications for Institutions of Higher Education
The purpose of this article is to examine potential challenges to the institutions of higher education that offer early childhood teacher education programs as the enrollment of early childhood students increases. Challenges related to both the needs of the institutions as well as the needs of the students are addressed. The successful utilization of online courses is explored as one solution to meeting some of the challenges. Recommendations are summarized for policy makers, institutions of higher education, teacher education programs, and faculty.
Updated: Aug. 31, 2010
This article offers a critical analysis of recent trends in educational policy with particular reference to their assumptions about the knowledge society. The article concludes by offering an alternative approach to educational policy based on a social realist theory of knowledge.
Updated: Jun. 29, 2010
The Bologna Process and the Economic Impacts of Research and Development within the Context of Europeanization: The Case of Finland
The article attempts to consider the economic rationale of R & D development and its economic impacts in Finland within the Bologna framework. The article is concerned with the ways in which Finnish R & D under specific conditions has given results at the economic level with the Europeanization process and its subsequent policies. A synoptic view is given of higher education research strategies in terms of R & D.
Updated: Jun. 29, 2010
What Is The 'Good' of Bridget Somekh? A Celebration Of And Critical Reflection On A Career As An Action Researcher
This article explores the significance of Bridget Somekh‘s work for methodology, professional practice and for what may be called the 'project' of action research as the development of 'communities of research-practitioners' who in some way seek to 'improve' the quality of their action within their workplace. In many ways her 'project' has been, and still is, the project of embedding action research into professional practice at all levels, from day-to-day interactions in schools and communities to policy-making. The 'good' of Bridget Somekh that emerges from this discussion is precisely the project of getting people's voices heard as they combine in action to make a real difference in their workplaces, communities or at policy level.
Updated: Jun. 23, 2010
A HOUSSE Built on Quicksand? Exploring the Teacher Quality Conundrum for Secondary Special Education Teachers
In this study, the authors focus on one highly contested provision of the No Child Left Behind Act, which allows states flexibility in how the quality of teachers is defined and evaluated: the high, objective, uniform state standard of evaluation (HOUSSE) option. The authors conducted a national survey of representatives from each state to explore how HOUSSE is being interpreted for secondary special education teachers. Findings indicate that significant variability in the interpretation and implementation of the HOUSSE provision exists across states and that numerous challenges with the implementation of federal teacher quality requirements persist and difficulties with holding districts accountable for teacher quality provisions.
Updated: Jun. 15, 2010
In this article, the authors propose an agenda for special education teacher education researchers. The authors emphasize that particular attention should be paid to policy work and studies of innovations in pre-service preparation, induction and mentoring, and professional development. The authors discuss strategies to bolster the research foundation, namely, by oversampling special education teachers in the Schools and Staffing Survey and the Teacher Follow-Up Survey and by fostering the development of models of teacher development and related measures of teacher quality.
Updated: Jun. 13, 2010
The Changing Education Landscape: How Special Education Leadership Preparation Can Make a Difference for Teachers and Their Students With Disabilities
The roles and obligations of teacher educators have expanded substantially in recent years. However, the nation continues to face a shortage of faculty who can generate new knowledge about effective practices, and prepare a sufficient supply of new and highly skilled teachers. In this article, the authors discuss the current policy landscape, connections between the shortage of teachers and the shortage of special education faculty, and the role of the federal government in addressing these shortages. The authors conclude with a call for national dialogue—necessary so that the continuing cycle of faculty shortages and resulting shortages of those who directly serve students with disabilities may finally be resolved.
Updated: Jun. 13, 2010
This study examines the relationships among school composition, several aspects of school and classroom context, and students’ literacy skills in science. School composition is also associated with the extent to which school systems are segregated “horizontally,” based on the distribution among schools of students from differing SES backgrounds, or “vertically,” due mainly to mechanisms that select students into different types of schools. The findings have implications for educational policy that concern the differential allocation of human and material resources and the stratification of students into different types of schools and school programs.
Updated: May. 26, 2010
This article examines three ways that social movements have worked to stratify public education over the past century, with each movement experiencing an ideological shift in response to the civil rights movements of the mid-1900s. Three theoretical lenses help to differentiate what are really overlapping movements—namely, neoliberalism, Christian fundamentalism, and neoconservatism—that make attacks on public education and teacher education seem like “common sense.” Implications for reframing teacher education conclude the article.
Updated: Apr. 27, 2010
In this article, the author challenges the notion that boldness is an inherently good thing. The author argues against the pursuit of boldness per se. In fact, the author argues that bold ideas are part of our problem, for by definition they are unrealistic. Ultimately, bold ideas fail because they don’t take real circumstances into account. The author examines four versions of the concept of boldness and show why each ultimately offers false hope.
Updated: Mar. 14, 2010