Search results for: Policymakers
Page 1/1 9 items
Preparing Pre-Service Special Education Teachers to Facilitate Parent Involvement, Knowledge, and Advocacy: Considerations for Curriculum
More than 40 years after passage of the Individuals with Disabilities Education Act (IDEA), some special education teacher preparation programs offer limited coursework on parent involvement, advocacy, or home–school collaboration. For pre-service special education teachers and/or novice special education teachers working with students with disabilities and their parents in practice, prior parent involvement coursework often enhances knowledge and abilities to provide resources, advocacy support, and insight. Yet, for this to occur in practice, special education teacher preparation program faculty should continue to consider how curriculum that instructs and provides resources regarding home–school collaboration, advocacy, conflict resolution, and federal legislation and programmatic support can enhance parent involvement. Therefore, this article examines IDEA parent involvement provisions, IDEA-mandated and federally funded conflict resolution options, and Parent Training and Information Centers that provide parents resources and support. Also, this article offers suggestions for teacher preparation faculty developing or refining parent involvement curricula.
Updated: Aug. 17, 2020
This study examined how policy-makers described their work and motivations. Furthermore, the study focused on policy-makers' perceived relationship with teacher educators researchers and their understandings about research. The findings revealed that policy-makers described research as necessary to shape their decision-making and important to justify their work. However, some of the participants appeared acutely aware of their own lack of ‘research literacy’ and were quick to note they wished for greater support in this area. Policy-makers sought better communication strategies to utilise research findings in a timely, free and publicly accessible, user-friendly manner.
Updated: May. 22, 2018
Guided in part by social-ecological analysis and social-cultural theory, engagement is conceptualized as a dynamic system of social and psychological constructs as well as a synergistic process. This conceptualization invites researchers, policymakers, and school-community leaders to develop improvement models that provide a more expansive, engagement-focused reach into students’ family, peer, and neighborhood ecologies.
Updated: May. 25, 2014
Accounting For Higher Education Accountability: Political Origins of State Performance Funding for Higher Education
This study examines the political forces that have driven the development of performance funding in some states but not others. This study found that many of the actors and motives cited by the prevailing perspective operated in the six states, including state legislators, governors, and business people pursuing performance funding in the name of greater effectiveness and efficiency for higher education. However, the prevailing perspective misses the key advocacy role of state higher education coordinating boards and individual higher education institutions that pursued performance funding to secure new funds in an era of greater tax resistance and criticism of the effectiveness and efficiency of higher education.
Updated: May. 19, 2014
This paper explores issues around the growing need for data-driven decision making in programs in schools of education. A systems perspective to explore course and programmatic implementation is presented.
Updated: Jan. 19, 2014
The Quality of Teacher Educators in the European Policy Debate: Actions and Measures to Improve the Professionalism of Teacher Educators
This study examines how the contemporary European policy debate addresses the further development of the quality of teacher educators. This article concludes that in most countries, policy measures for teacher educators appear to be no different from measures for teachers in higher education in general, while in only a few countries are teacher educators considered a distinct professional group with its own policy measures. The most dominant stakeholders in developing actions and measures related to the professional quality of teacher educators are national governments and heads of local teacher education institutions. Teacher educators themselves, however, are much less specified as explicit stakeholders in policies on the quality of teacher educators.
Updated: Oct. 02, 2013
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
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
In this article, the authors describe professional development institutes offered in 2001 and 2002 by the Harvard Graduate School of Education and the National Governors Association Center for Best Practices to familiarize state-level policymakers with research on adolescent literacy and to guide states’ development of effective literacy plans.
Updated: Jun. 26, 2008