Search results for: Education policies
Page 17/20 195 items
Using the case of a secondary English department, this paper demonstrates how historical barriers to effectively educating diverse students have been reinforced by the current educational climate of curriculum standardization and high stakes accountability. The paper claims that educational strategies for responding to diversity should be internally developed by schools and teachers.
Updated: Nov. 17, 2009
The wicked and Complex in Education: Developing A Transdisciplinary Perspective for Policy Formulation, Implementation and Professional Practice
The literature on 'wicked issues' does not fully recognize the difficulties with reflective practice and that in education which extols reflective practice, is not aware of the 'wicked' nature of the problems which confront teachers and schools. The article argues for a fresh understanding of the underlying nature of problems in education so that more appropriate approaches can be devised for their resolution. The article also examines the implications for those involved in policy formation, implementation and service provision.
Updated: Nov. 09, 2009
This article focuses on the status of teacher education and early childhood education in Pakistan. It analyzes planning issues in early childhood teacher education by examining education policies and existing practices in early childhood teacher education in Pakistan. Initiatives taken at public and private levels in Pakistan are also discussed.
Updated: Oct. 28, 2009
This article proposes a six-phase model using research and theory for the selection, framing and evaluation of professional development programs in State educational systems. Using categories from Shulman, the model focuses on an effective analysis of teacher knowledge and due consideration of contexts for teacher learning.
Updated: Oct. 19, 2009
In this article, the authors argue that given President Obama's support of charter schools, it is time for educators and policymakers to closely consider both the possibilities and the limitations of these schools in the context of urban school reform. The authors discuss the unique flexibility of charter schools. However, they also note the major challenges these schools face. The authors suggest that these strengths and challenges must be considered together. They also recommend that the administration must focus on the elements of effective schooling for all children.
Updated: Sep. 08, 2009
In this article, the author concludes her work heading Obama’s education policy transition team. She describes President Obama’s commitment to making the education of every child a collective responsibility and reviews central elements of the new administration’s plans for education. She reflects on the importance of suggested policy changes, particularly focusing on the importance of legislation to improve teacher capacity and retention.
Updated: Sep. 07, 2009
More than A Shortage of Early Childhood Teachers: Looking Beyond The Recruitment of University Qualified Teachers to Promote Quality Early Childhood Education and Care
In Australia and internationally, government policies aim to increase the supply of early childhood teachers and thus improve the quality of early childhood education and care services. In this article, the authors suggest that such a policy-quality trajectory in Australia is not as straightforward as policy discourses suggest.
Updated: Jun. 03, 2009
The induction of beginning teachers continues to occupy a significant position on educational policy agendas as a crucial dimension in the formation of a teacher and one upon which an emergent career is built. The article describes induction as it affected a sample of beginning teachers in Northern Ireland, where there is a dearth of permanent positions for those newly qualified.
Updated: May. 25, 2009
This is a theoretical paper. It will explore whether a broader view of knowledge, digital literacy and assessment forms can generate new ways of adapted education within Knowledge Promotion Reform and the digitised school.
Updated: May. 25, 2009
The paper discusses practitioner inquiry in a South African context. It begins by outlining the changing policy context in the country, particularly since the advent of democracy in 1994. The paper investigates some issues and dilemmas arising from this context, including considerations of why teachers do research, and what promotes and hinders research in schools. The implications of these changes for practitioner inquiry are then discussed.
Updated: May. 18, 2009