Search results for: Policy analysis
Page 2/2 13 items
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
Assessment Policy and Practice Effects on New Zealand and Queensland Teachers' Conceptions of Teaching
Teachers' thinking about four conceptions of teaching (i.e., apprenticeship-developmental, nurturing, social reform, and transmission) were captured using the Teaching Perspectives Inventory (TPI). Two surveys were conducted among 241 New Zealand and 784 Queensland primary teachers and 614 Queensland secondary teachers. The results from the surveys found acceptably fitting models.
Updated: Apr. 30, 2009
Unpacking Autonomy and Control in Education: some conceptual and normative groundwork for a comparative analysis
The purpose of this article is to make a contribution to the first two of these tasks which are relatively neglected in the education research literature. The authors begin by unpacking some conceptual complexities involved in debating issues of autonomy and control, distinguishing between three dimensions of autonomy-control: loci and modes of autonomy, domains of autonomy-control and loci and modes of control.
Updated: Jun. 02, 2008