298 results
Search Results
2. Educational Provision for Pre-school Children: A Response to the White Paper.
- Author
-
Mcgough, Anne
- Subjects
PRESCHOOL education ,POOR children ,EDUCATION policy ,EDUCATION ,EDUCATIONAL quality - Abstract
This paper discusses some relevant issues in relation to the involvement of the Department of Education and Science in the education of children under four and examines the White Paper's proposals with specific reference to the target groups of young children who are disadvantaged, and young children with disabilities. [ABSTRACT FROM AUTHOR]
- Published
- 2001
3. Reforming Dental Health Professions Education: A White Paper.
- Author
-
DePaola, Dominick P. and Slavkin, Harold C.
- Subjects
ORAL medicine ,MEDICAL education ,ORAL hygiene ,DENTAL education ,UNITED States education system ,EDUCATION policy ,EDUCATION - Abstract
The oral health education system is in need of major reform! This is especially apparent in university-based education for the health professions. So-called preclinical as well as clinical education simply has not kept pace with or been responsive enough to shifting patient demographics and patient/population desires and expectations, changing health system expectations, evolving interdisciplinary expertise and practice requirements, new scientific discoveries and scientific information, focus on quality improvement, and/or integration of emerging technologies. Moreover, university-based "dental education" is the most costly professional degree education within the entire university portfolio, and dental student accumulated debt is increasing each year well beyond national inflation estimates. Today, we have an enormous opportunity to explore major reforms in health professional education. Through the Santa Fe "process" of open and candid engagements and discussions (see www.santafegroup.org), we advance an argument as well as a national strategy that can enable major reforms in the oral health education system. We further suggest that major revisions can result in an outcome-based education system that prepares oral health professionals to meet both the needs of patients/families/communities and the requirements of a changing health system. [ABSTRACT FROM AUTHOR]
- Published
- 2004
- Full Text
- View/download PDF
4. Key Trends and Practices in Diaspora Education Policy-Making. Comparative Analysis of Three Countries: Poland, Lithuania and Hungary.
- Author
-
POPYK, ANZHELA
- Subjects
DIASPORA ,ETHNICITY ,EDUCATION policy ,POLICY sciences ,COMPARATIVE studies ,AGE groups - Abstract
Copyright of CMR Working Papers is the property of Centre of Migration Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2022
5. Digitalization and beyond: the effects of Covid-19 on post-pandemic educational policy and delivery in Europe.
- Author
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Zancajo, Adrián, Verger, Antoni, and Bolea, Pedro
- Subjects
EDUCATION policy ,COVID-19 pandemic ,COVID-19 ,TEACHER development ,DIGITAL technology ,PREPAREDNESS - Abstract
Education has been extremely affected by the coronavirus disease crisis, with almost all countries temporarily closing their schools in 2020. After the first stage of the pandemic, in which national governments focused on guaranteeing the academic year's continuity, key international organizations emphasized the need to adopt structural policy reforms to face the challenges posed by the crisis. Based on international and European countries' policy documents, this paper analyzes long-term responses articulated in the education sector. The analysis has allowed us to identify three preponderant areas of response: the digitalization of the educational system, educational inequalities, and teachers' development. The agendas and policy instruments that international organizations have so far pushed for in relation to each of these areas do not differ substantially from the agendas and instruments they promoted in the pre-pandemic era. It is still early to assess the deepness of the transformations in course, but in most cases, prevailing responses represent the intensification of change processes initiated before the pandemic. Nonetheless, the type and intensity of country responses vary among the European Union member states. Although the pandemic represents a common thread, countries have experienced the crisis differently according to the characteristics of their educational systems and the main problems the crisis has revealed. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
6. The Elusiveness of Equal Access to Educational Opportunity: Scotland, After a Decade of Inclusive Policies.
- Author
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Adam, Janet and I'Anson, John
- Subjects
RIGHT to education ,EDUCATIONAL equalization ,EDUCATION policy ,EDUCATION ,EDUCATIONAL attainment ,HABITUS (Sociology) - Abstract
The achievement of equal access to educational opportunity is an international policy imperative that remains as elusive as it is desirable. Despite a plethora of inclusive policies and initiatives in Scotland such as Getting it Right for Every Child (2008 & 2012), Curriculum for Excellence (2009) and the Scottish Attainment Challenge (2015), significant numbers of young people cannot be said to experience equal access to educational opportunity. This paper draws upon complementary sociological and philosophical perspectives to explore why such barriers to equality of educational opportunity persist, before suggesting ways in which serious engagement with such theory might counter deficit assumptions in play and offer possible new ways forward. The point of departure is Bourdieu's typology of various forms of social capital which highlights how possession of capital is advantageous to upper and middle class families, whereas lack of such capital serves to restrict educational opportunities for young people from working class and disadvantaged backgrounds. Such an analysis argues that reproduction of social conditions, styles of thinking and decision-making, coupled with oppressive societal structures, all serve to disempower young people and impact negatively upon their educational attainment. This paper explores a variety of ways in which theory might challenge and interrupt assumptions informing discourses associated with inequality and their associated remedies. Through engaging a series of problematics within current framings of inequality, the paper argues that a more sustained engagement with theory offers the possibility of more nuanced understandings of inequality and a provocation to imagine otherwise. Engaging in such imaginative work might, moreover, enable the barriers to equality of educational opportunity to be better addressed. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
7. Society, Public Policies and Education: Alternative Approaches in Uruguay.
- Author
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Leite, Ivonaldo
- Subjects
GOVERNMENT policy ,ALTERNATIVE education ,EDUCATION policy ,PUBLIC education ,POOR children - Abstract
This paper aims to present a general perspective of the actions developed by the Uruguayan Broad Front, which has been defined as an example of the reformed left in Latin America. The Broad Front governed Uruguay between 2005 and 2020. It implemented several alternative and innovative policies. Methodologically, the paper is empirically supported by data and information derived from interviews conducted in Montevideo, as well of the analysis of official documents. Among the results found, it can be highlighting the following samples: 1) innovative programmes focused on most disadvantaged young children and their families like Uruguay Crece Contigo [Uruguay grows with you] have been successfully put in place and scaled up; 2) the institution of the Salary Councils (tripartite councils made up of government representatives, businesses and workers) stimulated the formalization of work and the rise in salaries, as well as the strengthening of unions; 3) the creation of the Ministry of Social Development (MIDES) as a new centralized social authority, which shares jurisdiction with the Social Security Bank (BPS) and the Ministry of Health; 4) in the face of the failure of the so-called drug war, the regulation of the cannabis market was approved during the term of President José Mujica. Conclusively, it's affirmed, for instance, the Broad Front perspectives and policies it has implemented in Uruguay have instituted a new conception of the left in Latin America. [ABSTRACT FROM AUTHOR]
- Published
- 2020
8. New Charter Schools in New York: Race and the Conservative Alliance.
- Author
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Dalton, Benjamin
- Subjects
CHARTER schools ,ETHNIC groups ,EDUCATION policy ,PUBLIC schools ,SCHOOL districts - Abstract
This paper examines the role of local racial and ethnic groups and external organizations in creating specific types of charter schools in New York State. Prior work has shown that a combination of minority interests and conservative politics has helped the adoption of school choice policies at the state level. Other research has demonstrated that charter schools are often oriented to promoting local community identities and even specific racial and ethnic identities. This contradicts an historic public school mission—to create a cohesive national cultural identity—and also undermines the historic tendency toward larger, more bureaucratic, and more centrally controlled schools and school districts. This paper argues that the "tribal" character of charter schooling and racial group's reliance on external conservative sponsors are valid descriptions of New York charter schools, but that the specific character of charters is dependent on a complex play between local conditions and the global institutional models that provide organizational scripts for action. This interplay provides the potential foundation for a new institutional framework for public education and suggests how institutionalist theory might be revised to account for this possibility. [ABSTRACT FROM AUTHOR]
- Published
- 2005
9. Policy and Performance of the Market for Digital Educational Content.
- Author
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Leendertse, Matthijs
- Subjects
EDUCATION policy ,MASS media & education ,GOVERNMENT policy ,SECONDARY education ,PRIMARY education - Abstract
Building on industrial organization, this paper examines how governmental policy can stimulate the production of digital educational content for primary and secondary education in The Netherlands. This paper fits in the media economics tradition within communication science, with a strong focus on how market structures and behavior of market players influence the performance of media markets. As the market for digital educational content is still in an embryonic state, I conducted a scenario exercise to investigate how different forms of governmental policy could influence the structure, conduct and ultimately performance of the market for digital educational content. Based on interviews with publishers of digital educational content and representatives from governmental organizations engaged in ICT and education, four scenarios are proposed. These scenarios detail how different forms of public funding and market standardization could influence the production of digital educational content for primary and secondary education. [ABSTRACT FROM AUTHOR]
- Published
- 2005
10. Evaluating the Medium of Instruction Policy in a Post-Colonial Society: The Case of Hong Kong Special Administration Region.
- Author
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Wing-kwong Tsang
- Subjects
EDUCATION policy ,TEACHING ,SECONDARY education - Abstract
In this paper, the findings of a 3-year longitudinal study on the effect of medium of instruction policy in Hong Kong will be presented. In September 1997, the newly established government of Hong Kong Special Administrative Region published a policy document entitled Medium of Instruction Guidance for Secondary Schools (Guidance) The Guidance stipulated that all secondary schools were required to use Chinese as MOI starting with their 1998/99 Secondary-1 intakes. However, the Guidance allowed individual schools to apply for using English as MOI if they could prove their instructional efficacy. After two rounds of applications and assessments, about a quarter of secondary schools, i.e. 114 schools, were granted the status of using English as MOI (EMI), while the other three quarters of secondary schools were required to adopted Chinese as MOI (CMI). The Guidance has spawned a series of discussions and criticisms, yet all of them are theoretical and perceptional in nature. None of them have ever provided any empirical evidences relating to the effects and consequences of the policy measures of the Guidance. In this paper, findings of a policy evaluation research on the effects of the Guidance will be reported. The samples of the study are student (approximately 17,000) in 100 randomly sampled secondary schools. These students? growth curves in five academic areas are constructed with Hierarchical Linear Modeling to assess the effects of EMI-CMI streaming on their academic growth. The five academic areas are English, Chinese, mathematics, science and social studies. [ABSTRACT FROM AUTHOR]
- Published
- 2004
- Full Text
- View/download PDF
11. Voluntary Desegregation: The Reagan Presidency and the Politics of Education.
- Author
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Cook, Daniel M.
- Subjects
EDUCATION & politics ,EDUCATION policy ,UNITED States education system ,SCHOOL integration - Abstract
This paper searches for political explanations of institutional change during the Reagan presidency. Using historical qualitative methods, this paper argues that education policy was substantively altered by the Reagan administration. With a focus on business interests and the Christian Right, the paper finds that presidents manage the demands of exogenous interests. The paper concludes that presidential scholars should recognize institutional disruption from movements, voting blocs, and other outside political interests, and should also have greater understanding of the true extent of the Reagan accomplishments. The new policy to curtail school desegregation helped Reagan build a new ?voluntary? state. [ABSTRACT FROM AUTHOR]
- Published
- 2004
- Full Text
- View/download PDF
12. The Council of Ministers in the 1980s: Education Policy Innovator or Broken Cog?
- Author
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Allison, John
- Subjects
EDUCATION policy ,EDUCATIONAL evaluation ,EDUCATION ,TEACHING methods - Abstract
Recent historical studies on the topic of the Council of Ministers of Education, Canada looked mostly at the era of the 1960s and the 1970s. Some work has also been completed on the institution's role in international education and its responsibilities during the economic crises of these decades. This paper proposes to take this research one step further and now look more specifically at the decade of the 1980s. This paper will argue that in this era the CMEC found its raison d'être in several fields. These included official languages, and oversight of the testing programs run by the Organization for Economic Cooperation and Development (OECD). It also found its niche, to a lesser extent, through refining its connections to international education organizations. Finally, the decade saw the CMEC experimenting with a national agenda for education in conjunction with the provincial premiers and ministries of education. [ABSTRACT FROM AUTHOR]
- Published
- 2018
13. Evaluating stakeholder participation in public services -- parents and schools.
- Author
-
Farrell, Catherine M. and Jones, Jane
- Subjects
STAKEHOLDERS ,SCHOOL administration ,PARENT participation in education ,INVESTORS ,MUNICIPAL services ,EDUCATIONAL change ,EDUCATION policy - Abstract
Copyright of Policy & Politics is the property of Policy Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2000
- Full Text
- View/download PDF
14. Decolonizing African Educational System as a Panacea for Africa's Educational Advancement in the 21st Century.
- Author
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Uzomah, Hyginus Onyeaghala
- Subjects
EDUCATION policy ,IMPERIALISM ,DECOLONIZATION - Abstract
One of the enduring "inherited circumstances" of colonialism in Africa is the introduction of an Eurocentric education system. The purpose was not to inculcate and develop African indigenous knowledge and cultural values, but to undermine African history and the ideas of the indigenous people in order to pave the way for the so-called civilization. For decades, the products of this system have failed to find pragmatic solutions to Africa's political, social, economic and technological challenges from within and outside the continent. Poverty, unemployment, inequality, inadequate infrastructure and poor health care have remained serious barriers to Africa's advancement. The continent has experience unprecedented economic, social and diplomatic marginalization entrenched in her inability to influence "decision making, agenda setting, and thought control" in international issues. This study seeks to identify and critically examines the nature of colonial education policies in Africa with a view to proffering a sustainable and practical alternative. The researcher adopted a descriptive and analytical approach to reveal key policy-based challenges in the African education system, such as such as the continued inclusion of Eurocentric education policies in African schools' curricula, lack of a homegrown education plan and widespread corruption among African leaders in public and private institutions. The paper posits that decolonizing the African education curriculum holds the key to pragmatically advancinging the African educational system and, by extension, technological development. This paper calls for a radical approach to the deconstructionion of inherited colonial education policies in Africa. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
15. An Inuit Based Policy Development Process.
- Author
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Dunning, Norma
- Subjects
CANADIAN Inuit ,EDUCATION policy ,ABORIGINAL Canadians ,FIRST Nations of Canada ,EDUCATION - Abstract
Copyright of Alberta Journal of Educational Research is the property of Alberta Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2018
- Full Text
- View/download PDF
16. The Effects of Higher Education Policy on Transformation: Equity, Access and Widening Participation in Post-apartheid South Africa.
- Author
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Mzangwa, Shadrack T.
- Subjects
EDUCATION policy ,EDUCATION ,SOCIAL integration ,SOCIAL participation - Abstract
Before 1994, some higher education institutions (HEIs) in South Africa seem not to value social inclusiveness of various groups in higher education, particularly people from disadvantaged backgrounds. As a result, access and widening participation are viewed as problematic and difficult to sustain since it has to involve students from poor and underrepresented social backgrounds. The perception of restricting access from a social justice point of view presupposes the inequalities based on the segregation policies of the apartheid era. Transformation in higher education is considered an indicator of social progress. It relates to a process of absolute overhaul of social thinking and resultin meaningful social transition. In 2002, a major policy decision was taken via the National Plan on Education as a means to approach transformation of the higher education system in South Africa. Attempts of amendments in policy on higher education have not translated into material benefits for the majority of previously disadvantaged black people in South African society in terms of access, equity and participation in higher education. This paper aims to provide an overview of the conditions resulting from the policy on transformation in the context of higher education. It draws attention to the significant aspects which had been used in the development of HEIs. The paper concludes that improving access could be achieved through offering equal and standardised educational programmes [curriculum] in all universities. The paper further suggests that a need to introduce one common or dominant language such as English as the only medium of instruction at HEIs could be helpful in eradicating the dominance of a language such as Afrikaans which is replete with negative memories. [ABSTRACT FROM AUTHOR]
- Published
- 2018
17. Education in Communist Times: the Case of Romania.
- Author
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Marin, Monica
- Subjects
EDUCATION policy ,COMMUNIST countries ,LEGISLATIVE reform ,ELEMENTARY education ,SCHOOL environment - Abstract
The paper analyses the educational policies in Romania for the period 1948-1989. The purpose is to examine the main features that defined the educational system during the communist period, thus providing the background for a better understanding of the strengths and the weaknesses of education during these years. The paper consists of five distinct sections: (i) legislative reforms; (ii) human, material and financial resources; (iii) access and participation; (iv) educational environment; (v) voice of the pupils and students. Whenever data are available, the paper uses a comparative perspective with other communist countries (Bulgaria, Czech Republic, Hungary and Poland), particularly regarding the access to and participation in education. Several achievements in the field of education are present in communist Romania: (i) the positive evolution of participation in education, particularly regarding elementary education; (ii) the campaign to eradicate illiteracy was successful, at least in terms of numbers; (iii) vocational education displayed spectacular increases in the communist period; (iv) the number of students enrolled in higher education increased significantly; (v) expansion of support forms to broaden participation, especially in the higher education system. Nevertheless, there are also a series of negative aspects, such as access and participation of particular groups to education - children with disabilities, children from placement centres, pupils, and students of "unhealthy social origin". A selection of oral history fragments completes the picture about the educational environment. [ABSTRACT FROM AUTHOR]
- Published
- 2018
18. Comparative Analysis of Language and Education Policies for Indigenous Minorities in Australia and Malaysia.
- Author
-
Renganathan, Sumathi and Kral, Inge
- Subjects
EDUCATION of indigenous peoples ,EDUCATION of minorities ,LANGUAGE policy ,EDUCATION ,EDUCATION policy ,MULTICULTURALISM - Abstract
This paper examines the implication of language and education policies for the indigenous minority populations in two contrasting multicultural and multilingual post-colonial nations, Australia and Malaysia. By comparing and contrasting ethnolinguistic and educational policies in these two diverse nations, this paper explores how indigenous minorities have been positioned within each nation's quest for meeting the challenges of becoming multilingual and multicultural nations. The authors argue that although both countries promote multicultural ideals, they fall short in their acknowledgement of the dignity of difference for their indigenous communities. The authors assert that educational and language policies for indigenous peoples must acknowledge the importance of difference and therefore include indigenous cultural ways of knowing, being, and doing to achieve successful educational outcomes. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
19. New Scotland to (old) Scotland: Lessons learned from an international student teacher practicum.
- Author
-
Robinson, Daniel Bruce and Foran, Andrew
- Subjects
PRACTICUMS ,TEACHER-student relationships ,EDUCATION ,EDUCATION policy - Abstract
This paper reports on results from a recently completed research study conducted with pre-service teachers from Nova Scotia, Canada who completed their final student teacher practicum in Dumfries and Galloway, Scotland. With our attention directed towards a primary research question related to pre-service teachers' own development, data were collected through synchronous online focus group interviews. Results revealed that pre-service teachers experienced both professional and personal growth, while also experiencing some unanticipated conflict and angst. Herein we present and discuss these results, especially as they relate to relevant literature and our own experiences with international student teacher practicums. This paper should be of particular relevance to those who share an interest in teacher education, practicums/field experiences/internships, and/or international education initiatives. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
20. Neglecting Democracy in Education Policy: A-F School Report Card Accountability Systems.
- Author
-
Murray, Kevin and Howe, Kenneth R.
- Subjects
EDUCATION policy ,UNITED States education system ,SCHOOL rankings ,EDUCATIONAL accountability ,EDUCATIONAL quality ,DEMOCRACY & education ,REPORT cards ,ACADEMIC achievement - Abstract
Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2017
- Full Text
- View/download PDF
21. Higher Education Reforms: Latin America in Comparative Perspective.
- Author
-
Bernasconi, Andrés and Celis, Sergio
- Subjects
HIGHER education ,EDUCATIONAL change ,EDUCATION policy ,EDUCATION ,EDUCATIONAL planning ,COMPARATIVE education ,UNIVERSITIES & colleges - Abstract
Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2017
- Full Text
- View/download PDF
22. ROLE OF A TEACHER IN CHALLENGING GENDER BIASES IN EDUCATION.
- Author
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Dogra, Bharti
- Subjects
SEX discrimination in education ,PSYCHOLOGY of teachers ,EDUCATION policy - Abstract
In this paper, an analysis of recommendations of policies, commissions and committees in post-independence era is done to understand their take on educational opportunities for girls/women along with the roles they were expected to play. This paper also highlights the role of a teacher in a classroom in challenging gender biases. An attention provided to different groups based on factors such as gender, physical ability and socio-economic status, will help address various disparities arising from home and community and thereby bringing them in the mainstream and learn effectively. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
23. NEW EDUCATION POLICY 2020 VS HIGHER EDUCATION.
- Author
-
Charan Patro, Rama Krushna
- Subjects
EDUCATION policy ,HIGHER education - Abstract
The NEP announced by the Government of India (New Education Policy 2020) is an interesting and good news change during the negative period around the world to the challenges posed by the Covid-19 pandemic. The announcement of NEP 2020 is that we did not completely anticipate. The changes proposed by NEP 2020 are something that many did not expect. Although education policies have an equal impact on schools and higher education, this article focuses on NEP 2020 and its impact on pedagogy. This paper also describes the minor characteristics of NEPs and analyses how they affect the current education system. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
24. Las inclusiones "razonables" en materia de discapacidad en México: política de educación inclusiva.
- Author
-
Cruz Vadillo, Rodolfo
- Subjects
MOVEMENT education ,EDUCATION policy ,INCLUSIVE education ,SOCIAL change ,PEOPLE with disabilities ,SOCIAL justice - Abstract
Copyright of Revista Latinoamericana de Estudios Educativos is the property of Centro de Estudios Educativos, A.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2021
- Full Text
- View/download PDF
25. Teaching academic content in kindergarten: How patterns of tight and loose coupling shape instruction.
- Author
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Russell, Jennifer
- Subjects
EDUCATIONAL sociology ,KINDERGARTEN ,SOCIAL sciences ,CLASSROOM environment ,EARLY childhood education - Abstract
This paper addresses a central question in the sociology of education - the relationship between the institutional environment and classroom instruction - by examining the case of kindergarten. Escalating academic pressure in kindergarten has garnered increasing public attention in recent years and is often attributed to the rise of standards-based accountability systems in the policy environment. Yet given that kindergartens are not subject to the main accountability tool, high-stakes testing, the relationship between accountability policies and academic pressures in kindergarten remains uncertain. This paper explores the mechanisms connecting teachers with pressure to teach academic skills through analysis of classroom observations and interviews. Findings reveal that accountability policies play a role in teachers' decisions to emphasize academic skills and content, but patterns of tight and loose coupling between teachers and various actors in their organizational context and the broader environment are associated with the important variations in the way academic content is taught. [ABSTRACT FROM AUTHOR]
- Published
- 2008
26. A School's Choice? Managing in an Era of Accountability.
- Author
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Booher-Jennings, Jennifer
- Subjects
EDUCATIONAL accountability ,HIGH schools ,EDUCATION policy ,SECONDARY education - Abstract
Drawing on 17 months of ethnographic research in three New York City high schools, this paper examines the interaction of two current policy trends, school choice and accountability. To date, studies of school choice construct the family, rather than the school, as the agent empowered with choice. Diverging from this tradition, this paper examines the role of the school as an actor in shaping its student intake. I ask how administrators constitute the "right" parent or student for their school, how they navigate the confines of the system to achieve the intake that they desire, and how these decisions are associated with the need to achieve outcome targets. Once the school year commences, I examine how pressure to achieve targets influences principals' decisions to counsel out those students who are considered liabilities. To explain variation in these schools' management of choice, I show how principals' understandings of environmental demands and opportunities shape their approaches to the choice process, and how principals' embeddedness in local networks facilitates or inhibits their access to information. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]
- Published
- 2007
27. What Can We Expect of Schools? Education and the Changing Welfare State.
- Author
-
Mudge, Stephanie
- Subjects
EDUCATION policy ,WELFARE economics ,SCHOOLS & society ,EDUCATION & society ,PRACTICAL politics - Abstract
Despite the fact that education now stands at the center of political rhetoric favoring a new, opportunity-centric kind of welfare state, comparative welfare analysis has yet to fully incorporate education into its research agenda. Education made appearances in some early analyses of the welfare state, but only recently has it truly gained the spotlightâ?”and, still, without drawing much from the sociology of education. Meanwhile, education became the political centerpiece of the many 'third way' reform programs in the 1990s, and investment in skills is now regularly highlighted by international political elites as a centerpiece of both labor market and welfare reform efforts. Some analysts thus note a convergence around a new, post-Keynesian policy paradigm, marked by a consensus on promoting investment in education as a means to cope with both old and "new" social risks: in the 'old' category, unemployment, sickness, disability and old age; in the 'new' category, long-term, part-time or otherwise unstable unemployment, lack of skills and single parenthood. This of course raises huge questions about the role, functions and nature of education and its relationship to the welfare state. In order to carve out a sociological contribution to this political state of things, this paper seeks to integrate major strands of comparative welfare and education research. I first consider education as a welfare institution: drawing on the work of Gøsta Esping-Andersen and major themes from the sociology of education, I conceive of education systems as having de/commodifying, stratifying, public/private, de/familializing and institutional dimensions. I then offer ways of defining and measuring these dimensions using data from the OECD and UNESCO on eighteen countries. Second, I consider education as an ex-ante component of welfare regimes, looking at how education systems' five dimensions vary with non-education welfare spending across categories (using OECD SOCX data). Taken together, the paper provides first steps toward a more comprehensive understanding of the ways in which education systems do or do not serve welfare functions, and how they vary across welfare regimes. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]
- Published
- 2007
28. Making the Connection: A Decade of Standards-Based Reform and Achievement.
- Author
-
Swanson, Christopher
- Subjects
EDUCATIONAL change ,ACADEMIC achievement ,STAPOL (Simulation game) ,REGRESSION analysis ,EDUCATION policy ,TEACHER effectiveness - Abstract
For more than a decade, researchers and policy analysts have been observing trends in state policy activity related to standards-based educational reform and trends in student achievement. It was perhaps inevitable that these two strands would converge to create a line of inquiry investigating whether state policies have been responsible for gains in student achievement. Despite efforts along these lines, establishing a firm connection between state policy and student achievement has proven to be a rather elusive target. As a result, a research-based consensus on the effectiveness of standards-based reform has yet to emerge. This paper presents the results of a study conducted to explore this policy-achievement connection. Written to be accessible to a non-technical audience, this report first presents descriptive information on trends in state policy and achievement over the past decade. This preliminary analysis provides valuable context for the more sophisticated regression-based models that follow, where we measure policy effects. We find strong evidence that implementing a solid program of standards-based-education policies has been associated with significant gains in mathematics achievement over the past decade, as measured by NAEP. Positive but less dramatic results are also found for achievement in reading. However, these benefits appear to be limited to certain elements of a standards-based approach-academic-content standards, aligned assessments, and accountability. Results suggest that policies related to improving teacher quality are negatively related to achievement growth, although the ultimate reason for this relationship remains unclear. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]
- Published
- 2006
29. Sorting out the relationship between education and the welfare state: an analysis of 16 OECD countries.
- Author
-
Wilkens, Stefan T. A.
- Subjects
EDUCATION policy ,WELFARE state ,PUBLIC welfare ,MUNICIPAL services ,SOCIAL goals ,EVALUATION - Abstract
There is an implicit and unresolved debate within the welfare state literature regarding the relationship between educational systems and the welfare state. This is due in no small part to the fact that this relationship has never been explicitly addressed in an empirical study. Some researchers have claimed that welfare systems and education systems are wholly different animals and should not be treated together. Others see them as addressing the same social goals but as alternative strategies. Still others treat education as if it were quite similar to other aspects of the welfare state, especially publicly provided welfare services. In the last few years, there has been a push to consider the welfare state "broadly defined" to include public delivery of services such as education (Huber and Stephens 2000:323). Sorting out the relationship between education and other welfare programs is clearly of great importance to this new approach. The contribution of this paper is twofold. First and foremost, I explicitly focus on evaluating theories of the relationship between education and welfare state systems. Second, in order to do this comparative evaluation, I address a number of methodological problems within and inconsistencies between previous works, particularly related to measurement. [ABSTRACT FROM AUTHOR]
- Published
- 2005
30. Dissent from Within: How Educational Insiders use Protest to Reshape their Institution.
- Author
-
Grossman, Frank
- Subjects
EDUCATION ,TEACHERS ,SCHOOL superintendents ,EDUCATION policy ,GRADUATION (Education) - Abstract
This paper uses qualitative case study methodology to provide a comprehensive analysis of how ?educational insiders? (teachers, administrators, and superintendents) in New York State are using protest to change state mandated policy that requires students to pass exit exams as a condition of high school graduation. Social movement theory is utilized to provide a framework in which to examine how educational insiders organize to reshape systems of public schooling into institutions that are in alignment with their belief systems. Systems of public education are not monolithic institutions. Instead, they are pluralistic entities representing diverse constituencies and belief systems. As a result of such differences, educational institutions are often sites of competition over ideas and resources. However, not all actors ? even those who hold formal positions within systems of education ? have equal access to viable decision-making channels. By providing a systematic investigation of how collective actors who are denied access to conventional channels of power attempt to pursue their collective interest, this study contributes to the understanding of educational reform. This is significant since the literature on educational policymaking lacks comprehensive studies of how marginalized groups within educational institutions attempt to transform their systems of public schooling. [ABSTRACT FROM AUTHOR]
- Published
- 2004
- Full Text
- View/download PDF
31. Strategic Decoupling: Building Legitimacy in Educational Policy Environments.
- Author
-
Bastedo, Michael
- Subjects
ORGANIZATIONAL sociology ,SOCIOLOGY ,ORGANIZATIONAL research ,CASE studies ,EDUCATION policy - Abstract
Decoupling is an emerging area of empirical work in organization theory. To date, however, it is been difficult to establish how decoupling may be conducted both consciously and strategically by organizational leaders. To study this phenomenon, this paper develops a case study of remedial education policy in Massachusetts during the late 1990s. Extended interviews and analysis of both confidential and public archival data found that policymakers engaged in strategic decoupling behavior in order to gain legitimacy with important external constituents. The following years have revealed this effort to be largely successful. The implications for studying policymaking and organizational theory are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2004
- Full Text
- View/download PDF
32. Annual State-Level High School Dropout and GED Completion Rates.
- Author
-
Warren, John Robert
- Subjects
SCHOOL dropouts ,HIGH school dropouts ,EDUCATION policy ,HIGH schools ,SURVEYS - Abstract
Although there are standard, reliable, and well-validated national annual dropout rate measures, there presently exists no standard, reliable, or well-validated way to measure dropout rates at the state level. However, any analysis of state education policies on dropout rates would seem to demand such a measure. In this paper I will develop and validate annual state-level dropout and GED completion rates for all states and the District of Columbia for 1977 through 2001. My annual state-level dropout rates will principally be derived from the Outgoing Rotation Groups of the Current Population Survey (CPS), but I will also perform exploratory and supplementary analyses of annual state-level high school graduation rates derived from the Common Core of Data (CCD) and annual state-level GED completion rates. I will also use information from the GED Testing Service to construct annual state-level GED completion rates. State-level GED completion rates are interesting in their own right because there are important differences in the social and economic returns to high school diplomas and GED credentials, such that GED recipients in many ways more closely resemble dropouts than diploma recipients. [ABSTRACT FROM AUTHOR]
- Published
- 2003
- Full Text
- View/download PDF
33. Interrogating the social impact of English language teaching policies in Colombia from the vantage point of rural areas.
- Author
-
Cruz-Arcila, Ferney
- Subjects
ENGLISH language education ,EDUCATION policy ,EDUCATION ,SOCIAL justice ,SOCIAL impact - Abstract
Drawing on a larger study of the current state of affairs of English language teaching (ELT) in rural Colombia, this paper interrogates the social impact which education policies promoting English have been associated with. Informed mainly by Nancy Fraser's theory of social justice, I analyse teachers' narratives (obtained through interviews and teaching biographies) in an attempt to point at specific issues that need to be considered, in order to more truthfully account for social development through education policy. In doing so, from the angle of ELT in rural contexts, the paper examines where it is that rural regions stand in terms of cultural and socioeconomic arrangements operating in the country. It is suggested that in order to really make ELT policy socially impactful, these wider cultural and socioeconomic arrangements need to be examined, questioned and indeed integrated into policy making. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
34. Locating and Applying Critical Discourse Analysis within Education Policy: An Introduction.
- Author
-
Lester, Jessica Nina, Lochmiller, Chad R., and Gabriel, Rachael
- Subjects
EDUCATION policy ,DISCOURSE analysis - Abstract
Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2016
- Full Text
- View/download PDF
35. Cultural and linguistic diversity and interculturalism in Andalusian school: an analysis of education policies.
- Author
-
Olmos Alcaraz, Antonia
- Subjects
CULTURAL pluralism ,CULTURAL relations ,LINGUISTICS ,EDUCATION policy ,EMIGRATION & immigration ,EDUCATION - Abstract
Copyright of Electronic Journal of Educational Research, Assessment & Evaluation / Revista Electrónica de Investigación y Evaluación Educativa is the property of RELIEVE - Revista Electonica de Investigacion y Evaluacion Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2016
- Full Text
- View/download PDF
36. BİR YÜKSEKÖĞRETİM MODELİ OLARAK MEDRESE VE GÜNÜMÜZ YÜKSEKÖĞRETİM KURUMLARINA YÖNELİK ÇIKARIMLAR.
- Author
-
ERYILMAZ, Enes
- Subjects
UNIVERSITIES & colleges ,EDUCATION policy ,STUDENT mobility ,CONCEPTUAL structures ,HIGHER education ,LIBRARIES - Abstract
Copyright of Dinbilimleri Journal is the property of Dinbilimleri Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2020
- Full Text
- View/download PDF
37. Education of Refugee Adolescents at the End of Secondary School: The Role of Educational Policies, Individual and Family Resources.
- Author
-
Will, Gisela and Homuth, Christoph
- Subjects
EDUCATION policy ,REFUGEE children ,TEENAGERS ,SECONDARY schools ,POST-traumatic stress disorder ,EQUALITY - Abstract
Copyright of Soziale Welt is the property of Nomos Verlagsgesellschaft mbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2020
- Full Text
- View/download PDF
38. O papel das políticas públicas para ampliação das liberdades da juventude rural.
- Author
-
MOREIRA DA CUNHA, MÁRCIA, ANTÔNIO DA CUNHA, DÊNIS, XAVIER DE ANDRADE, ÁLVARO ANTÔNIO, and COSMO DA SILVA, NATHÁLIA THAÍS
- Subjects
RURAL youth ,GOVERNMENT policy ,RURAL conditions ,EDUCATION policy ,LIVING conditions - Abstract
Copyright of Semata: Ciencias Sociais e Humanidades is the property of Universidad de Santiago de Compostela, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2020
- Full Text
- View/download PDF
39. Educación del Cuerpo y Biopolítica en el Uruguay Posdictadura (1985- 1990).
- Author
-
Píriz, Rodrigo and Vaz, Alexandre Fernandez
- Subjects
EDUCATION policy ,PHYSICAL education ,SPORTS events ,DICTATORSHIP - Abstract
Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2019
- Full Text
- View/download PDF
40. A nők helyzete a magyar tudományos életben.
- Author
-
Judit, Lannert and Beáta, Nagy
- Subjects
EDUCATION policy ,EDUCATIONAL equalization ,GENDER inequality ,HIGHER education ,WOMEN in science ,OCCUPATIONAL segregation - Abstract
Copyright of Szociologiai Szemle is the property of Hungarian Sociological Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2019
- Full Text
- View/download PDF
41. Gender Dynamics in Schooling: A Comparative Study of Co-educational Practices in Two Socio-cultural Milieux.
- Author
-
Narwana, Kamlesh and Rathee, Sharmila
- Subjects
EDUCATION ,COEDUCATIONAL schools ,EDUCATION policy - Abstract
Different forms of schooling, single sex or co-educational, have been discussed in educational academia from the perspective of their impact on gender equality. The debate revolves around the question: which form of schooling (single or co-educational) will be effective in combating prevalent gender stereotypes? With the contradictory evidence, this discussion remains inconclusive. With the help of inferences from evidence both factual and anecdotal, the paper attempts to delineate the need to consider socio-cultural dimensions for developing a deeper understanding of gender dynamics in schools. Understanding the role of the social context called for a comparative analysis of two co-educational schools from different socio-cultural contexts: a rural government school in a state characterised by traditional gender norms and an elite private school in a metropolitan city. By drawing linkages between socio-cultural aspects and schooling practices, it endeavours to analyse parental concerns, the role of the school as an agency, the interface of caste, culture and tradition and their impact on peer behaviour in both the schools. The study has led to the conclusion that a combination of factors retards or promotes the accomplishment of education policies in individual schools. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
42. IDENTIFICATION OF CRITICAL TO SERVICE QUALITY ATTRIBUTES IN HIGHER EDUCATION WITH STUDENT INVOLVEMENT.
- Author
-
BEDZSULA, Bálint and TÓTH, Zsuzsanna Eszter
- Subjects
HIGHER education ,EDUCATION policy ,QUALITY of service ,CORPORATE culture ,BUSINESS education ,EDUCATION ,EDUCATIONAL quality - Abstract
Due to the momentous transformation process taken part in the European Higher Education Area since the introduction of the Bologna process, the European Standards and Guidelines and national higher education policies have increasingly enforced higher education institutions to become customer focused by implementing institution specific practices. Enormous number of studies deal with the identification of customer in higher education. Despite of the many existing interpretations in the literature, there is a common agreement that students play a prominent role when it comes to the evaluation of the quality of services provided by higher education institutions. The intensifying marketization in higher education emphasizes the importance of understanding the factors that influence student satisfaction resulting from the evaluation of student experience with regard to the educational services rendered. However, student satisfaction results can be understood in the light of student expectations. Focusing on student satisfaction enables universities to revise and reengineer their operation in order to adapt to the ever increasing needs of students. This approach also provides an opportunity through which a competitive advantage could be achieved in this sector. Following these trends, the primary aim of this paper is to identify the critical characteristics of educational services with the active involvement of students and by that means propose improvements in case of newly launched courses. Taking the recent trends in the relevant literature into account, the critical to quality characteristics of specific educational services provided by the investigated institutions are determined by students as primary customers by involving them in various group techniques. Based on the compiled list of characteristics, a Likert scale based questionnaire has been developed and distributed to more than 300 undergraduate and graduate students at four business programs in two Hungarian universities to evaluate the importance of the listed service attributes. Based on students' judgements, statistical analyses have been conducted with different segmentations of student attributes in order to identify the underlying dimensions and critical to quality service attributes. The applied methodology may contribute to the foundation of PDCA logic based improvements and to the shape of organizational culture by putting students into the forefront. [ABSTRACT FROM AUTHOR]
- Published
- 2019
43. Race and Populist Radical Right Discourses: Implications for Roma Education Policy in Hungary.
- Author
-
Lugosi, Nicole V. T.
- Subjects
NEW right (Politics) ,EDUCATION policy ,EDUCATION ,RACISM ,POVERTY ,SOCIAL change - Abstract
Copyright of Alberta Journal of Educational Research is the property of Alberta Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2015
44. Race and Populist Radical Right Discourses: Implications for Roma Education Policy in Hungary.
- Author
-
Lugosi, Nicole V. T.
- Subjects
NEW right (Politics) ,EDUCATION of Romanies ,EDUCATION policy ,EDUCATION ,EDUCATIONAL quality ,DISCRIMINATION in education ,ETHNIC discrimination - Abstract
Copyright of Alberta Journal of Educational Research is the property of Alberta Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2015
45. Free Education! A "Live" Report on the Chilean Student Movement 2011-2014 - reform or revolution? [A Political Sociology for Action].
- Author
-
Simbuerger, Elisabeth and Neary, Mike
- Subjects
EDUCATION ,STUDENT protesters ,SOCIAL movements ,POLITICAL parties ,EDUCATION policy ,EDUCATION & society ,POLITICAL participation - Abstract
This paper provides a report on the Chilean student movement, 2011 - 2014, from the perspective of the students themselves, based on the main research question: are the student protests for reform or revolution? The research data was collected during October 2013 before the Chilean Presidential and Parliamentary elections using the methodology of 'live methods', including ethnography to capture the live action we are researching as well as a particular analytical framework through which the action can be interpreted. The analytical framework is made up of paradigms which seek to understand radical political social transformation: charisma, social movement theory, an historical-materialist political economy, and a critique of political economy based on an interpretation of Marx's labour theory of value in a postcolonial context. We refer to this methodology and methods as 'political sociology for action'. Each of these paradigms are elaborated with reference to an exemplary publication that deals with the Chilean situation in particular and Latin America more generally. The paper maintains that the students have developed a sophisticated consciousness in relation to the problems and possibilities of charismatic leadership, an awareness of the power and complexity of their own position as a social movement, together with a strong understanding of the need to contextualise their resistance within a particular version of political economy: neoliberalism. The paper suggests that a paradigm based on a critique of political economy can provide a foundational analysis for further understanding political society. Taken together: the methods of reporting 'live methods' along with this analytical framework, the paper argues that political sociology for action provides a realistic estimate of the powers required not only to interpret history, but to transform it. [ABSTRACT FROM AUTHOR]
- Published
- 2015
46. Targets, Threats and (dis)Trust: The Managerial Troika for Public School Principals in Chile.
- Author
-
Montecinos, Carmen, Ahumada, Luis, Galdames, Sergio, Campos, Fabián, and Leiva, María Verónica
- Subjects
EDUCATION policy ,PUBLIC education ,SCHOOL enrollment ,EDUCATION ,EDUCATION marketing - Abstract
Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2015
- Full Text
- View/download PDF
47. QUALITATIVE ANALYSIS OF THE INTERDEPENDENCY BETWEEN EDUCATION AND PERFORMANCE ON THE JOB.
- Author
-
șERBAN-OPRESCU, Anca-Teodora and CUREA, ștefania-Cristina
- Subjects
PERFORMANCE evaluation ,EDUCATION research ,JOB analysis ,EDUCATION policy ,QUESTIONNAIRES - Abstract
The present paper focuses on the interdependent link between education and performance on the job. Its main purpose is to establish a framework to pursue strategic directions in educational policies to increase the competitiveness of the Romanian business environment, using as departure point into study a review of the literature on the links that can be established between education and behavior at work. This paper represents the early stage of an extensive study and is a qualitative research based on focus group interviews applied to a group of Romanian managers and businessmen and an applied set of questions to students at Masters level, in order to reveal main topics of interest to be further analyzed in a questionnaire as a basis for future quantitative treatment. [ABSTRACT FROM AUTHOR]
- Published
- 2015
48. Föräldrastöd genom skolan.
- Author
-
BERGNEHR, DISA
- Subjects
COMPULSORY education ,EDUCATION policy ,EDUCATION ,PARENT participation in education ,STUDENT health ,SCHOOL health services - Abstract
The present paper conducts a conceptual analysis of how parent support is recontextualised when connected to the education system in a Swedish local authority. Official documents and interviews with officials are analyzed. The study shows that in the discourse on parent support supporting activities are commonly connected to the teachers, and consequently the teachers are made responsible for the provision of support. The student health services or other professionals such as leisure time personnel are less prominent in the discourse. The paper asks for reflection on the part of compulsory schooling in health promoting and risk preventing work. [ABSTRACT FROM AUTHOR]
- Published
- 2015
- Full Text
- View/download PDF
49. La educación básica en Puebla durante el periodo de Guillermo Jiménez Morales (1981-1987).
- Author
-
Muñoz Nava, José Refugio
- Subjects
EDUCATION policy ,EDUCATION ,EDUCATIONAL objectives ,SECONDARY education ,EDUCATIONAL finance - Abstract
Copyright of Revista Latinoamericana de Estudios Educativos is the property of Centro de Estudios Educativos, A.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2015
50. Professional Update and Practitioner Enquiry: Old Wine in New Bottles?
- Author
-
Humes, Walter
- Subjects
TEACHERS ,TEACHER education ,TEACHER development ,CAREER development ,PROFESSIONAL education ,PROFESSIONAL learning communities ,EDUCATIONAL accreditation ,EDUCATION ,EDUCATION policy - Abstract
Starting in August 2014, all registered teachers in Scotland are now required to engage in a process of Professional Update (PU) managed by the General Teaching Council for Scotland (GTCS). The aim is to ensure that teachers at every stage of their careers participate in worthwhile professional learning, which can take a variety of forms. PU is, in effect, a system of regular professional reaccreditation. This paper examines the new arrangements, the way in which they have been devised and the thinking that lies behind them. It also looks at the provisions which preceded them and suggests that a change of terminology does not necessarily mean that there will be a significant change of practice. One particular form of Professional Update which is recommended - Practitioner Enquiry (PE) - is shown to have had a long history, but relatively modest results. A number of reasons for the slow pace of change in the field of professional learning and development are considered: these include teacher resistance, bureaucratic obstruction and academic failure. The paper concludes by arguing for greater intellectual freedom in defining what counts as legitimate professional learning and cautioning against the expectation that new systems and structures will by themselves bring about major shifts in attitude. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
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