Search results for: Education policies
Page 5/20 195 items
Reflexive Professionalism: Reclaiming the Voice of Authority in Shaping the Discourses of Education Policy
This article examines who counts as an “authority to speak” on professionalism in the educational field. This article uses Foucauldian archaeology as a rigorous method to examine the shaping of discourse and acknowledges other writers who have ventured into Foucault’s toolbox to borrow one or two of his gadgets. Then the archaeological method is utilised to overview significant voices of authority from the enunciative field of professionalism and professional standards, the latter now a key strategy globally for enhancing professionalism. The authors conclude by arguing that policy needs to utilise such trustworthy evidence by listening to teachers’ and academics’ voices for a “new” and “enacted” reflexive professionalism.
Updated: Jun. 17, 2015
Educational Policy or Practice? Traversing the Conceptual Divide between Subject Knowledge, Pedagogy and Teacher Identity in England
This article is framed by concerns about recent UK Government policy regarding the training of mathematics and science teachers in England. It discusses how two cohorts of pre-service teachers negotiated the development of a professional identity while undertaking subject-specific training. The authors take the concept of ‘participation in communities of practice’ as a departure point to explore how trainees demonstrate their development of professional identities as chemistry, maths or physics teachers.
Updated: Jun. 07, 2015
Teacher Change in an Era of Neo-Liberal Policies: A Neo-Institutional Analysis of Teachers’ Perceptions of their Professional Change
This article explores how neo-institutional theory may be applied as an analytical framework to investigate the relationships between teachers’ perceptions on their professional change on the one hand, and the numerous change efforts embedded in recent neo-liberal educational policies in Norway on the other. It is argued that the dynamics of change can be investigated in light of teachers’ institutionalised practices within a certain set of governing mechanisms including regulative rules, norms and cultural-cognitive beliefs. The findings suggest that vital, regulative elements in recent neo-liberal policies have managed to penetrate the teachers’ perceptions of their classroom practices, in a process that is framed by teachers’ pre-existing normative values and the cultural scripts guiding their practices.
Updated: May. 10, 2015
This article develops quantitative methods for program evaluation and applies this approach to a flagship National Science Foundation–funded education research program, Research and Evaluation on Education in Science and Engineering (REESE). Results of three different bibliometric analyses all point to the same conclusion: REESE is an interdisciplinary research program that attracts highly productive investigators who exhibit an additional increase in their productivity rate as a result of receiving REESE funding.
Updated: Apr. 15, 2015
Equity: Policy Rhetoric or a Matter of Meaning of Knowledge? Towards a Framework for Tracing the ‘Efficiency–Equity’ Doctrine in Curriculum Documents
This article focuses on exploring the perspective of equity in curriculum. From a background of understanding curriculum as embedded in wider transnational policy movements, the author suggests a framework for exploring the trajectories between equity policy and different types of curricula with implications for what counts as knowledge. The results suggest that the technical form of the curriculum can have determining effects on the meaning of knowledge acquisition and that the capabilities approach offers an important frame of analysis for understanding how different aspects of equity are included or excluded in curriculum.
Updated: Apr. 14, 2015
Analysing ‘Migrant’ Membership Frames through Education Policy Discourse: An Example of Restrictive ‘Integration’ Policy within Europe
This examination aims to deconstruct specific membership framing within Europe and boundary setting between inclusion and exclusion of certain groups in policy sectors such as education. Analysing discourse through understandings within language enables the author to see the way categories and frames are constructed and contribute to the signifying of membership. Bounded problematisations, in this case about ‘migrants’, framed by political orientations and discourses, require policy ‘solutions’. Actors then make sense of this policy and interpret ‘solutions’ in distinctive ways.
Updated: Apr. 14, 2015
University Autonomy, Agenda Setting and the Construction of Agency: The Case of the European University Association in the European Higher Education Area
This paper analyses the ways in which a policy actor constructs its agency through the production of knowledge. It offers a contribution to the debate aiming to develop a more critical perspective on the development of the European Higher Education Area, which sees the process as constituted through the activities of, and the negotiations between, different political actors.
Updated: Apr. 14, 2015
This paper shows how young people in a Swedish upper-secondary school negotiate identities through social relations in a particular part of a school corridor that they call the ‘immigrant corner’. However, the ‘immigrant corner’ is not only a place where identifications are performed, it is also a place that gives rise to discussions and challenges of the school’s official integration policy. Thus, the place affects those who usually sit there as well as those who do not, and is therefore important for discussions on integration issues on a local, national, European and global level. With regard to place and space, the article outlines and applies the young people’s identity formations, as well as their discussions about integration issues with help from the concept of power geometry – that is, networks of social/power relations.
Updated: Apr. 14, 2015
This article analyzes 25 years of data on the academic ability of teachers in New York State. It documents that since 1999 the academic ability of both individuals certified and those entering teaching has steadily increased. These gains are widespread and have resulted in a substantial narrowing of the differences in teacher academic ability between high- and low-poverty schools and between White and minority teachers.
Updated: Mar. 15, 2015
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