914 results on '"School policy"'
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2. Principles and Problems of Policy Implementation Reconsiderations for Effective Secondary School Administration
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Dorah Ataphia Akporehe, Osiobe Comfort, and Blessing Egoh
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Policy implementation has presented the Nigerian educational system with countless obstacles cum problems. This research explored the principles and problems of policy implementation reconsiderations for effective secondary school administration. The study adopted a descriptive research design. The study population was 286 principals. The study sample was 229 principals drawn through a simple random sampling, representing 80% of the population. An instrument, principles and problems of policy implementation for effective secondary school administration was utilized for data collection. Cronbach alpha established a reliability coefficient of 0.89. Mean and standard deviation were used for data collection, while a t-test was utilized to test the hypotheses at a 0.05 significance level. The researchers found that the principles of policy implementation for effective secondary school administration are founded on ensuring a positive and clear policy statement, flexibility in the policy statement, fact-based policy statement, effectiveness in policy statement communication, openness to review, and properly documented in writing. It was recommended that school principals provide copies of the school policy to all the teachers. The principals should not be subjective in implementing policy for effective school administration. The implication of the study is that principals should adopt effective principles for policy implementation.
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- 2024
3. Challenges to Inclusive Education for Students with Disabilities in Japanese Institutions of Higher Education
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Karina Dyliaeva, Steven B. Rothman, and Nader Ghotbi
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Objective: The purpose of the study was to elucidate the current challenges to inclusive education (IE) at the university level in Japan, thereby addressing the gap between policy and the provision of inclusion. Method: This qualitative case study of a private university supporting inclusive policies in Japan included content analysis of data collected through semi-structured interviews to ascertain themes. Results: The four identified themes were: inclusion practices as a conceptual challenge, conflicting practice of reasonable accommodations, inclusion management gaps, and barriers to and opportunities for inclusive education. Conclusions: There is a significant disconnect between legal obligation and actual implementation of accommodations. Results demonstrate the difficulties in accommodating students due to rigid procedural requirements for accommodation, such as self-reporting documentation by students. Implications: Contradiction between inclusion policy and practice related to students with disabilities hinders the provision of accommodation services to university students in Japan.
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- 2024
4. Nontuition Expenses: A Framework for Developing Policy Solutions. Research Report
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Urban Institute, Center on Education Data and Policy, Sandy Baum, Bryan J. Cook, Fanny Terrones, and Elise Colin
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Discussions about college affordability often revolve around helping students pay their tuition and fees. But nontuition expenses, including food, housing, and other living expenses, make up a large portion of student budgets and contribute to increased student debt. These expenses can be a barrier to student enrollment and completion. Lack of information about the true full cost of attendance, stringent requirements to qualify for income support benefits, and limited grant aid make it hard for many students to access enough resources to cover their basic needs. In this report, we summarize our findings emerging from research and a convening we hosted on nontuition expenses. Currently, there is no standardized way to measure cost of attendance at institutions, making it difficult for students to compare nontuition costs across schools. Providing students personalized information about what their food, housing, and other living expenses may look like allows them to plan for the school year but is distinct from practical solutions for measuring student need for financial aid purposes. Doubling the Pell grant is a common suggestion when discussing the cost of education, and incorporating some level of basic living expenses, in addition to the costs of books and supplies, into estimates of adequate grant aid would be constructive. But increasing the Pell grant is insufficient, as using it explicitly to cover living expenses could lack political support and may lead to unintended consequences, such as tuition increases. Based on these findings, state and federal policymakers can do more to support students who cannot afford nontuition expenses through changes to federal, state, and institution-level policies. Both enabling students to have access to income support benefits and more generous grant aid are central to policy efforts for addressing financial barriers to student access and success. Increases in need-based financial aid from federal and state governments, as well as institutions, are important. But we should not view low-income students as entirely distinct from other low-income adults, and education policy alone cannot be responsible for meeting students' basic needs.
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- 2023
5. Internationalized Topics of English Education
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Lin, Grace Hui Chin
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This study collaborated with 372 students in three universities to explore methods of curriculum designs bridging the gap between typical English courses and global education concepts. By applying survey questionnaires and qualitative methods, the researchers investigate how globalization education is related to internationalism and "English Education" (Sifakis & Sougari, 2003). The 18-week research project introduced seventeen significant issues (e.g., UN 2008) and measured their noteworthy sequences from Taiwanese aspects. It contributes to English language teaching pedagogies under the current globalization trend. Globalization is a genuine and relevant historical phenomenon; therefore, educators should look at possible changes in the role of teachers, and incorporate more practice in inter-cultural communication, especially in English classrooms like all classrooms all over the world. What's different from all national of the world is that Zoom is banned by government that should be paid attentions by Taiwanese teachers, although all nations on the globe use it. (Cheung, 2021)
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- 2023
6. Teachers and K-12 Education: A National Polling Report [October 2023]
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EdChoice and Morning Consult
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This poll was conducted between September 23, 2023-September 27, 2023 among a sample of 1041 Teachers. The interviews were conducted online. Results based on the full survey have a measure of precision of plus or minus 3.08 percentage points. Among the key findings are: (1) Positive feelings about the direction of K-12 education fell sharply at the national, state, and local levels. These levels of pessimism have not been seen since last year; (2) Teacher concerns about violent intruders entering their child's school have fallen significantly since the spring. They are less concerned about this than parents; and (3) Just over 40 percent of teachers say their students spend "too much" time using technology. High school teachers are most likely to say their students overuse tech. This report highlights findings pertaining to: (1) Views on K-12 Education; (2) Teaching Profession and Experiences; (3) Views on Technologies, Social Media; (4) School Choice Policies; and (5) Survey Profile and Demographics.
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- 2023
7. Supporting Scheduled Recess. Position Statement. Revised
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National Association of School Nurses (NASN), Wendy Doremus, Kathy Schulz, Ronda Hutchinson, and Suzanne Levasseur
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It is the position of the National Association of School Nurses (NASN) that regularly scheduled recess during the school day should be regarded as a childhood right that is necessary for the optimal health and educational growth of all students, and that recess should not be withheld for any student. The registered professional school nurse (hereinafter referred to as school nurse) bridges health and education and can apply leadership and collaborative skills to advocate for equitable policies that support scheduled recess and reject withholding recess (NASN, 2016, 2020). Safeguarding scheduled recess is important for promoting the physical, emotional, social, and cognitive development of all students. This statement provides the background and rationale for NASN's position. [This Position Statement was initially adopted in January 2019 and revised in January 2024.]
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- 2024
8. The Unintended Consequences of Academic Leniency. EdWorkingPaper No. 23-836
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Annenberg Institute for School Reform at Brown University, A. Brooks Bowden, Viviana Rodriguez, and Zach Weingarten
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In response to widening achievement gaps and increased demand for post-secondary education, local and federal governments across the US have enacted policies that have boosted high school graduation rates without an equivalent rise in student achievement, suggesting a decline in academic standards. To the extent that academic standards can shape effort decisions, these trends can have important implications for human capital accumulation. This paper provides both theoretical and empirical evidence of the causal effect of academic standards on student effort and achievement. We develop a theoretical model of endogenous student effort that depends on grading policies, finding that designs that do not account for either the spread of student ability or the magnitude of leniency can increase achievement gaps. Empirically, under a research design that leverages variation from a statewide grading policy and school entry rules, we find that an increase in leniency mechanically increased student GPA without increasing student achievement. At the same time, this policy induced students to increase their school absences. We uncover stark heterogeneity of effects across student ability, with the gains in GPA driven entirely by high ability students and the reductions in attendance driven entirely by low ability students. These differences in responses compound across high school and ultimately widen long-term achievement gaps as measured by ACT scores.
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- 2023
9. Mapping School-Level Language Policies across Multilingual Secondary Schools in England: An Ecology of English, Modern Languages and Community Languages Policies
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Karen Forbes and Nicola Morea
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Language plays a crucial role in education; yet, while issues of language are undoubtedly relevant to all teachers, school-level language policies, which aim to provide explicit guidance underpinned by a clear set of principles, are too often conspicuous by their absence. In a range of educational contexts around the world it has been found that where such policies do exist, they are frequently fragmented and underpinned by monolingual ideologies that do not reflect the linguistic diversity of schools today. The aim of this study, therefore, is to map the provision of school-level policies from a representative sample of secondary schools in England (n = 998) and explore the extent to which they address (either implicitly or explicitly) the following dimensions of language: (a) English, both as the language of instruction and in relation to support for English as an additional language (EAL) learners; (b) modern languages in the curriculum; and (c) other home or community languages. Drawing on an ecologically informed approach, where these three dimensions of language are conceptualised as systems, analysis was conducted to identify areas of divergence and (potential for) intersection. Findings suggest that policies relating to languages, where they exist, are largely compartmentalised and tensions emerged between the various systems. However, we also note several promising points of intersection which indicate that there is scope for developing cohesive and holistic languages policies at a whole-school level.
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- 2024
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10. Shifting School Environment Policies: A Deleuzian Problematisation of Universal Rights in Norwegian Education
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Jeffrey B. Hall and Lotta Johansson
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The learning environment of students is a fundamental part of school life, both socially and academically. The ambition to create a school serving the best interests of all children is explored by analysing key concepts encompassing students' right to a healthy school environment, and examining how this discourse has unfolded over five decades in Norway. A conceptual analysis concerning the school environment, inspired by Deleuze and Guattari, is proposed and introduced as 'regulative vector concepts'. The article examines key changes regarding students' school environment, shifting from work environment to learning environment. As one consequence of the conceptual shifts, the individual rights of students have been ensured, such as through recent amendments in regulation. These concepts are understood as potential answers to already existing problems that policy and regulation attempt to encompass by producing new concepts, new policy and regulation.
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- 2024
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11. Erasing Race and Disability from Educational Policies of a Chinese-English Dual Language Charter School
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Lingyu Li
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Background or Context: There is increasing research focusing on dual language (DL) education program policies and practices regarding who has access to bilingualism and whose bilingualism is valued and represented. However, limited research is situated in the context of Chinese-English DL education and its service of emergent bilingual learners with disabilities (EBLWDs). Purpose, Objective, Research Question, or Focus of Study: The current study examines DL policy documents from one Chinese-English DL charter school to answer the following research question: How do a Chinese-English DL charter school's policies and practices address racial and disability injustice? Research Design: Textual analysis is conducted to examine publicly available educational policy documents from school, district, and parent-hosted websites; photos from school Facebook pages; and meeting minutes from the school principal, with permission. Conclusions or Recommendations: Drawing from a Disability Critical Race (DisCrit) stance, this study reveals textual silences on disability and race and the exclusion of EBLWDs through no-excuses accountability policies. Discourses of elite bilingualism and neoliberalism are perpetuated and reproduced by White, nondisabled, middle-class, English-speaking families who control the right to make policy decisions. These discourses shape the lived experiences of EBLWDs, who are deemed as deviant for their racial/ethnic identities and deficient for disability and linguistic status, and are thus denied access to bilingual DL education.
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- 2024
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12. Bilingual Education and America's Future: Evidence and Pathways. A Civil Rights Agenda for the Next Quarter Century
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Civil Rights Project / Proyecto Derechos Civiles, Center for Civil Rights Remedies (CCRR), Porter, Lorna, Vazquez Cano, Manuel, and Umansky, Ilana
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The call for more expansive access to bilingual education is grounded in a comprehensive synthesis of evidence on the benefits of bilingual education, bilingualism, and biliteracy for students and the larger social fabric. Many studies find that access to bilingual education programs has a medium to large positive impact on students' academic achievement, while also supporting a higher likelihood of being reclassified out of English learners (EL) status to fluent English proficient. Importantly, the benefits of bilingual education and bilingualism go beyond academic and English language outcomes, with benefits for students' home language development, cognitive functioning, social-emotional and sociocultural outcomes, and students' future employment and earnings. This paper looks at the next 25 years of education and policy making regarding students classified as EL. Given the strong research evidence on the benefits of bilingual education and need to address barriers to opportunity experienced by English learners, this paper strengthens the case for federal, state and local education policy and action that looks toward the implementation of bilingual education as the standard service--rather than exception--for EL-classified students. [For the executive summary, see ED628814.]
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- 2023
13. Trauma, Policy, and Teaching English Language Learners
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Scarf, Bria, Millar, Nathan, Kostouros, Patricia, Crossman, Katie, and Abboud, Rida
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The authors present findings that emphasize a need for trauma-informed policy to mitigate vicarious trauma transmission for teachers who work in English language learning (ELL) classrooms. Qualitative data was collected from 10 stakeholders in Canada using an interpretive-phenomenological methodology. Findings assisted to better understand the impact of institutional policy, or lack thereof, on trauma-informed practices within English language teacher work. Themes that emerged were settlement factors, roles, and responsibilities (personal and professional), and organizational policies. A scan of publicly available information on trauma-informed policy suggested a gap for English language teachers. Current literature on vicarious trauma stresses that trauma-informed practice necessitates an individual and systemic approach to mitigating its effects. A basic scan of potential trauma-informed frameworks was discussed as potential institutional approaches to reduce the impact of vicarious trauma on teachers.
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- 2023
14. The Policy Efforts to Address Racism and Discrimination in Higher Education Institutions: The Case of Canada
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Hussain, Muhammed Muazzam
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This paper reviews existing policies related to anti-racism and anti-discrimination at five major universities in Canada and assesses the equity initiatives undertaken by university authorities to promote greater access and inclusion of different ethnic minority groups. The study is based on secondary data sources. Therefore, policy papers, documents, study reports available in those universities, government policy and legislation, journals, and similar were consulted to construct the piece. Findings reveal that although the universities have some sort of antiracism and anti-discrimination policies to combat racism and discrimination in their educational setting, they face challenges or limitations in adopting holistic and inclusive measures for the different ethnic and diverse minority groups studying there. The study argued for promoting discussions and responses to specific policies, programmes, and practices, including behaviours and attitudes in the institutional and professional contexts, for combating racism and discrimination. The findings may be helpful for academics, policymakers, and administrators to develop their understanding of institutional racism, identify challenges, and adopt policy measures to address it.
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- 2023
15. How Universities Gaslight EDI&I Initiatives: Mapping Institutional Resistance to Structural Change
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MacKenzie, Megan, Sensoy, Özlem, Johnson, Genevieve Fuji, Sinclair, Nathalie, and Weldon, Laurel
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Despite the visibility of equity, diversity, inclusion, and Indigenization (EDI&I) discourses within large institutions, such as post-secondary institutions, research has chronicled only modest advancements on these stated values. Blocks to advancements in EDI&I stem, in part, from the structural nature of racist and sexist domination, and especially its embeddedness in both formal and informal norms of institutions. Based on a close examination of two EDI&I initiatives in university contexts, and direct experiences of "pushback" against these initiatives, this article conceptualizes institutional gaslighting, whereby universities paradoxically both embrace EDI&I discourse, on the one hand, while simultaneously deploying strategies that prevent dismantling systemic inequalities, on the other. A conceptualization of this dynamic is designed to help others identify and address forms of resistance, especially in settings of high stated value, and ultimately advance these values within large institutions.
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- 2023
16. Barriers to Women's Participation in and Contribution to Leadership in Ethiopian Higher Education
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Adamu, Abebaw Yirga
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Women are underrepresented in senior leadership positions across global higher education and there are different reasons for this. This study examines barriers to women's leadership development in Ethiopian higher education, with particular attention to the role of national and institutional policies and practices. The study used a phenomenological research design to better understand barriers to women's leadership development in higher education from the views and experiences of women leaders. Data were generated from 12 women vice presidents and official documents. The participants were drawn from each type and generation of universities that exist in Ethiopian higher education. The findings reveal that although there is an improvement in women's leadership development in Ethiopian higher education, many glass ceilings remain unbroken. The result also reveals that institutional barriers are considered the greatest, as they also exacerbate sociocultural and personal barriers to women's leadership development. Although ethnicity is one of the major challenges facing higher education institutions (HEIs) in Ethiopia, it is not identified as a barrier to women's leadership development. The barriers to women's leadership are multifaced and addressing these challenges requires a holistic approach and concerted efforts from major stakeholders, especially policymakers. Unless there is a systemic response, women in higher education will continue to struggle in pursuing senior leadership positions.
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- 2023
17. Causal Stories and Problem Definitions: How Policymakers and Superintendents Frame School Turnaround
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A. Chris Torres
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This study uses framing theory and the concept of causal stories to examine beliefs about causes and solutions to improving chronically low-performing schools in response to Michigan's school turnaround policy. Across cases, policymakers and district leaders assigned most responsibility to poor leadership, poverty, and chronic educator turnover as primary causes of problems leading to turnaround identification. These causal stories were most often framed as side effects of policy or practice rather than as intentional actions. However, a notable subset assigned blame more directly to intentional policy action (or inaction) that would help districts counteract the effects of concentrated poverty, such as weighted funding. In terms of solutions, most leaders believed that improved funding was necessary to strengthen and stabilize the workforce and meet the nonacademic needs of children--for instance, attending to the deleterious effects of poverty through wraparound services or efforts to address trauma.
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- 2023
18. Conceptualizing Rurality in Education Policy: Comparative Evidence from Missouri
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Burrola, Abby, Rohde-Collins, Dorothy, and Anglum, J. Cameron
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For education policies to be implemented most effectively in local contexts, policymakers must consider diverse school and community geographic characteristics. For example, rural geographies often present particularly important dynamics for public schooling, including challenges with school enrollment, school funding, and teacher labor markets. We focus on Missouri, where over two-thirds of its school districts are located in rural areas. Enrollment in these districts varies over 100-fold, yet little research describes the similarities and differences between these districts and how to appropriately distinguish between them to best advise contemporary policymaking. In this study, we analyze data from the American Community Survey, the National Center for Education Statistics (NCES), and the Missouri Department of Elementary and Secondary Education to compare school, financial, teacher, and community characteristics to identify relationships between a district's size, location, and community qualities. We focus our analyses on a comparison of NCES' demarcation of rurality to one we construct based on student enrollment to highlight where conclusions may differ simply based on a lack of common definitional groundings. The findings help to distinguish rural communities and school districts and may prompt future rural education-focused research to appropriately tailor education policies to diverse rural contexts.
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- 2023
19. A Policy Analysis of Parental Leave Policies in Catholic Secondary Schools
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Dominic A. Key, Michelle L. Hartmann, and Kathleen O. O’Sullivan
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This report analyzes the parental leave policies of secondary Catholic schools across the United States. Current research suggests Catholic schools lack the ability to provide parental leave, which aligns with the methods and length recommended by various organizations, including the Vatican, the United States Conference of Catholic Bishops, and various medical and professional organizations. The project team was able to identify six criteria that are vital in determining effective policies, including duration of paid maternity leave, duration of paid paternal leave, types of leave, inclusivity in the types of employees offered leave, communication, and awareness of policies to community members and flexibility in scheduling leave. Within these six criteria, 26 indicators were developed for scoring purposes. The team sought to understand if secondary archdiocesan and independent schools adequately provide paid parental leave to employees. Specifically, the team wanted to determine the number of schools in the team's sample data that provided adequate leave based on these indicators. The team requested policies from more than 125 Catholic secondary schools to analyze current parental leave standards. Thirty-four of these schools shared their policies with the team. The team utilized a matrix to track the efficacy of policies, examine the strengths and weaknesses of each school's policy, and find trends among the sample schools. This report analyzes the project's findings and provides recommendations for future research and questions about developing future policies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2024
20. A Policy Analysis of Parental Leave Policies in Catholic Secondary Schools
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Kathleen O. O'Sullivan, Michelle L. Hartmann, and Dominic A. Key
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This report analyzes the parental leave policies of secondary Catholic schools across the United States. Current research suggests Catholic schools lack the ability to provide parental leave, which aligns with the methods and length recommended by various organizations, including the Vatican, the United States Conference of Catholic Bishops, and various medical and professional organizations. The project team was able to identify six criteria that are vital in determining effective policies, including duration of paid maternity leave, duration of paid paternal leave, types of leave, inclusivity in the types of employees offered leave, communication, and awareness of policies to community members and flexibility in scheduling leave. Within these six criteria, 26 indicators were developed for scoring purposes. The team sought to understand if secondary archdiocesan and independent schools adequately provide paid parental leave to employees. Specifically, the team wanted to determine the number of schools in the team's sample data that provided adequate leave based on these indicators. The team requested policies from more than 125 Catholic secondary schools to analyze current parental leave standards. Thirty-four of these schools shared their policies with the team. The team utilized a matrix to track the efficacy of policies, examine the strengths and weaknesses of each school's policy, and find trends among the sample schools. This report analyzes the project's findings and provides recommendations for future research and questions about developing future policies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2024
21. Teacher Recruitment Policies: Accelerating Issues of Spatial Justice in England
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Clare Brooks and Jane Perryman
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As well as high levels of teacher attrition, most countries around the world report some form of teacher recruitment crisis, exemplified by failed recruitment targets and high levels of demand for new teachers. These issues have reached crisis point in England. The impact of the controversial ITT Market Review, and subsequent accreditation process has left parts of the country as "cold spots" with no established providers and the formation of new national "super-providers" with no track record or experience of initial teacher education. This policy initiative is an urgent issue of spatial injustice, exacerbating teacher recruitment and supply issues in areas already suffering from educational isolation. Through the application of spatial theory, we conclude that these developments have specific spatial effects: not only on the locus of teacher education (narrowly conceived around individual classrooms and practices), and on the shifting of provision to urban centres but also on the centralisation of power and control. Such spatial effects have the capacity to exacerbate the supply and retention of teachers in hard-to-staff places.
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- 2024
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22. Supporting Displaced Students in US Higher Education: Examining Institutional Policy and Practice
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Ishara Casellas Connors, Lisa Unangst, and Nicole Barone
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Despite welcoming millions of displaced individuals over the past 50 years, there is limited policy consideration of US higher education access for displaced learners. This study threads together Critical Race Theory and racialized organization theory to examine institutional websites and key administrator interviews to consider institutional policies and practices centering on displaced learners -- refugees, asylees, and Temporary Protected Status holders -- in public higher education institutions in Houston, Texas, and Sacramento, California. The findings capture how the essentialization of marginalized populations -- through a lack of engagement with displaced learners and limited data on displaced populations -- obscures the unique needs of these individuals. Additionally, the findings point to how institutions work to center displaced students, despite policy voids. These findings expand the literature on displaced learner access to US higher education beyond students to focus on the role of institutions, providing a foundation for considering more equitable institutional policy and practice.
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- 2024
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23. Compliance, Chaos, or Coherence? How Superintendents, Districts, and Schools Craft Coherence from School Turnaround Policy
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A. Chris Torres, Sandy Frost Waldron, and Jason Burns
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This mixed-method study examines Michigan's Partnership policy for school turnaround, which positions the district and superintendents as key policy implementation actors. We first interviewed 21 of 35 Partnership superintendents/leaders across Michigan and surveyed teachers to understand the initial response to the turnaround policy and the strategic planning process. We then used our understanding of these leaders' responses to conduct a purposively sampled embedded multiple comparative case study of three varied districts. These case studies helped us more deeply understand and compare how districts engaged in the process of crafting coherence and school-level stakeholders' perceptions of activities related to coherence and implementation of the reform. Based on these two levels of data collection and analysis, we found that many leaders used the opportunity to create new changes, roles, and partnerships, but the majority also symbolically adopted policy demands by aligning their turnaround plans with pre-existing efforts. Using cross-case comparisons of our three districts, we argue that some degree of strategic buffering from policy demands may be warranted, especially when districts have low capacity and face significant challenges recruiting and retaining teachers.
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- 2024
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24. Attitudes towards Disability and Burnout among Teachers in Inclusive Schools in France
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Odile Rohmer, Emilie-Anne Palomares, and Maria Popa-Roch
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Western countries have placed a lot of importance on school inclusion policies in the last decade. Strong promotion of these policies encourages teachers to express egalitarian attitudes and behaviours towards all students. However, at the same time teachers may experience feelings of discomfort because of perceived difficulties and powerlessness in implementing the inclusion policy. The discrepancy between what teachers say and their internal discomfort can lead to burnout. The aim of this study was to test the relationship between a teacher's implicit and explicit attitudes towards disability and burnout. To this end, we used explicit self-reported measures of attitudes and burnout, and a specific paradigm to assess implicit attitudes towards disability (disability-IAT). Results showed that implicit attitudes were significantly more negative than explicit attitudes. The more positive the explicit attitudes, the less the individuals experienced exhaustion, whereas the more negative the implicit attitudes, the more exhausted the respondents felt. These results suggest teachers need to internalise positive feelings about inclusion to protect themselves against risks of emotional exhaustion.
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- 2024
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25. Pencils Down…for Good? The Expansion of Test-Optional Policy after COVID-19
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Darrell Lovell and Daniel J. Mallinson
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Test-optional admissions policies have been steadily, though slowly, expanding throughout higher education institutions for decades. The COVID-19 pandemic, however, sparked a rapid expansion of institutions adopting test-optional policy. Using a diffusion of innovations framework, this study assesses the institutional characteristics that shaped test-optional policy adoption of institutions adopting the policy before and after spring 2020. We find that COVID adopters are more ethnically diverse, more likely to be public, have higher test scores, and graduation rates, and lower admissions rates and percentage of financial aid coming from Pell Grants than pre-COVID adopters.
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- 2024
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26. Understanding Teacher-Directed Violence and Related Turnover through a School Climate Framework
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Peist, Eric, McMahon, Susan D., Davis-Wright, Jacqueline O., and Keys, Christopher B.
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Teacher turnover is an issue of national significance and has worsened since the start of the COVID-19 pandemic. Teacher-directed violence and teacher turnover can significantly impact school life for students, staff, and communities. Using Wang and Degol's school climate framework, we examined school characteristics that contribute to teacher-directed violence and related turnover. The current study examines the qualitative experiences of 403 teachers who reported that their most upsetting incidents of violence contributed to desires to leave the profession, transfer, or retire. Many teachers indicated concerns about safety and community factors, including parent--teacher relationships and community violence. Educators emphasized issues related to administrators, describing a lack of support and poor leadership. Finally, teachers discussed concerns with policy on both school and government levels. Improving school climate may be one avenue for decreasing teacher-directed violence and preventing turnover.
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- 2024
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27. Contemporary, Racialised Conflicts over LGBT-Inclusive Education: More Strategic Secularisms than Secular/Religious Oppositions?
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Karl Kitching
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This paper analyses public conflicts over school policies that seek to advance Lesbian, Gay, Bisexual and Transgender (LGBT) equality. It focuses in particular on conflicts where Muslims, who protest LGBT-inclusive policies, become racialised as other to secular national/Western values. Growing attention has been paid to the secular arguments used by majority and minority religious groups to publicly counter LGBT-inclusive education. In this paper, I contend that neither contemporary arguments for, or against, LGBT-inclusive education are neatly secular, i.e., non-religious, in their public appearance. Introducing a Critical Secular approach, I contend multiple parties in such conflicts work with "strategic" secularisms. Strategic secularisms are prevailing discourses which privatise, and deprivatise (make public), aspects of minority religious and sexual identities on neo-colonial, secular Christian terms. I present a thematic analysis of 149 newspaper articles covering protests largely by Muslims against LGBT-inclusive education outside schools in Birmingham, England. The analysis shows that newspapers foregrounded discourses seeking to privatise (assert private authority over) or deprivatise (publicly surveil) Muslim religiosity. LGBT identities were also variously framed as "beliefs" to be kept private, or an essential part of the public self which must be confessed to be "free". Based on this analysis, I argue public discourse should certainly challenge queer/Muslim and secular/religious dichotomies. But more fundamentally, there is a need to cultivate education publics that refuse strategic secularisms based in neo-colonial, racialised discourses of secular Christian civilisation, and engage the losses created by the privatising and deprivatising of specific forms of minority religious and sexual identity.
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- 2024
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28. Charter Movement Controversy: An American Public Charter School Case Study
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Carol A. Mullen and Tara C. Bartlett
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Controversy is intensifying with the rapid spread of charter schools and their domination of the education reform agenda. As charter enrolment increases in the USA, inequities in education worsen. This article contributes to the debate on contemporary education policy by critically examining charter issues from the US literature and stakeholder data. We add insights to research on charter controversy from public discourse and stakeholder groups. Our narrative animates pros and cons in the charter debate through stakeholders' eyes, in effect contributing voices from the field. A case study of a public charter school in Virginia provides a revealing prism for understanding charter schools. Content analysis was performed on data from nine interviews held during the pandemic with founding members (parents, etc.). As found, the charter narrative of success and struggle around public perception, racial equity, segregation, funding, approval, effectiveness, and accreditation was a school story. Charter policy effects on social groups--parents, teachers, community members, and leaders--in their association with the charter's evolution were identifiable. The conflicting views resonate with polarising tensions nationwide. Regarding international implications of the analysis, the move to privatise and reform public education through independent schools with autonomy continues to impact European countries.
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- 2024
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29. School Turnaround Lessons for Policy and Practice: A Systematic Review of Research and Evaluation
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Husain, Aliza N., Meyers, Coby V., and Stone-Johnson, Corrie
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While there currently exists a vast body of research around school turnaround policies, few studies speak to why they have or have not worked. This paper undertakes a systematic review of research literature on school turnaround policies to explore why this lack of understanding prevails in the field. We find key disconnects between "policy" and "practice" research on the topic of school turnaround. We contend that this divide negates the potential to learn from school leadership policy and practice in turnaround settings. We offer implications of these findings within turnaround research and policy while pointing out that this apparent divide seems to extend beyond the example of turnaround.
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- 2022
30. Setting up Whole-School Policies and Practices through a Symbiotic Approach to Language Matters
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Erin, Jonas, Brogan, Kristin, Clerc-Gevrey, Marie-Christine, Minardi, Silvia, and Štiberc, Lea
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A whole-school approach to foster competences for democratic culture, described by the Council of Europe's Reference Framework of Competences for Democratic Culture, implies the active involvement of all actors in three areas of school life: teaching and learning, school governance and culture, and co-operation with the community. The European Centre for Modern Languages' project Des environnements d'apprentissage optimisés pour et par les langues vivantes (EOL) similarly assumes that a whole-school approach is essential in the promotion of plurilingual and intercultural education in schools. The article illustrates the EOL project: the core principles of its approach, the tools, materials and examples of practices. The project and its followup activities have proved that setting up language learning friendly environments requires decisions at different levels so as to introduce mechanisms and routines. Considering language education as a key factor for social cohesion, the aim of the article is to answer the question of what schools should do so as to go beyond a one-off, isolated project to unite all stakeholders around a shared language plan for school, which fosters competences for democratic citizenship.
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- 2022
31. Bilingual Education and America's Future: Evidence and Pathways. Executive Summary
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Civil Rights Project / Proyecto Derechos Civiles, Center for Civil Rights Remedies (CCRR), Porter, Lorna, Vazquez Cano, Manuel, and Umansky, Ilana
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The call for more expansive access to bilingual education is grounded in a comprehensive synthesis of evidence on the benefits of bilingual education, bilingualism, and biliteracy for students and the larger social fabric. Many studies find that access to bilingual education programs has a medium to large positive impact on students' academic achievement, while also supporting a higher likelihood of being reclassified out of English learners (EL) status to fluent English proficient. Importantly, the benefits of bilingual education and bilingualism go beyond academic and English language outcomes, with benefits for students' home language development, cognitive functioning, social-emotional and sociocultural outcomes, and students' future employment and earnings. This is the executive summary for the report, "Bilingual Education and America's Future: Evidence and Pathways. A Civil Rights Agenda for the Next Quarter Century." [For the full report, see ED628813.]
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- 2023
32. The Anatomy of a Diversity, Equity, and Inclusion Takeover: A Case Study of the University of Tennessee
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National Association of Scholars (NAS) and Sailer, John D.
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This report offers analysis of the University of Tennessee's Diversity Action Plans. Every academic college and every Vice-Chancellor Unit on campus issued plans. True to Chancellor Donde Plowman's vision, these colleges and units propose extensive and ideologically-charged reforms. The National Association of Scholars finds in these plans nothing short of a blueprint for an institutional overhaul--the anatomy of a diversity, equity, and inclusion takeover. Such a takeover will have obvious implications for education at the University of Tennessee. The National Association of Scholars believes that true education will erode and indoctrination will flourish. These plans, moreover, reveal in extensive detail what an exhaustive diversity, equity, and inclusion program looks like. Thus the report provides a case study in the rolling revolution under way in academia.
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- 2022
33. The Public, Parents, and K-12 Education: A National Polling Report [July 2022]
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EdChoice and Morning Consult
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This poll was conducted between July 14-July 15, 2022 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) Parents most frequently reported their children participating in athletics-focused programs in July. The least common activities were culture-focused programs and those related to career preparation; (2) Parents who have paid for career-focused activities for their children report spending the most amount of money. Those who have paid for arts-focused activities report spending the least amount of money; (3) Parents point to not having enough information, high prices, and inconvenient locations as primary reasons why their child isn't able to participate in certain supplemental activities; and (4) Most often, parents point to location, a safe environment, and academic quality as the main reasons why their child is enrolled in a specific school type. This report highlights: (1) views on K-12 education; (2) views on schooling; (3) extracurricular activities; (4) school choice policies; and (5) the survey profile and demographics.
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- 2022
34. Perspectives on the Place of Creativity in Education, Policy and Practice: Limitations and Open Spaces. Routledge Research in Education Policy and Politics
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Gormley, Kevin and Gormley, Kevin
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This book critically analyses how cultural and educational policies construct creativity through a range of concepts and compares this against the open and expansive idea of creativity as experienced by individuals in society more broadly. The book draws on empirical data, case-study examples, and ethnographic motifs to identify the discursive construction of creativity and the way in which discourses of creativity are enfolded into narratives of progress in cultural policy. Along with auto-ethnographical perspectives, chapters apply a rich conceptualisation of Foucault and Agamben's work to contemporary questions and issues in education alongside recent policies and lived experiences from teachers. Exploring ideas of both fixed and expansive creativity, the volume argues that education policy and cultural policy are neoliberalised and that creativity is shaped in schools by regulative schooling systems, but ultimately identifies how individuals enact creative practices that subvert and disrupt neoliberal narratives and limited appropriations. This book will be of great interest to researchers, academics, and postgraduate students in the fields of education policy, creativity studies, and education politics. Those interested in arts education or in intersections between education and the writings of Foucault and Agamben more broadly will also find the book of value.
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- 2023
35. Navigating Cisgenderism: The Experiences of Three Gender-Expansive Music Educators
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Palkki, Joshua
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With the intent of improving music teacher education for people of trans and/or gender-expansive (TGX) experience, the purpose of this study is to convey the voices and experiences of three TGX music educators. These data are drawn from four semi-structured interviews with three participants totaling 268 min. Utilizing transgender theory and cisgenderism as theoretical frameworks, four major categories arose during data analysis: (1) modes of disclosure; (2) building safe space; (3) negative experiences; and (4) policy. While these three teachers found support at school, they also faced difficulties and policies that affected their careers and decisions about disclosure of their gender identity. For example, all three participants expressed concerns about parent backlash. Drawing upon the participants' stories, I explore how music teacher educators can better support TGX students navigate cisgenderism. In addition, music teacher educators can gain perspective on how policy decisions can influence the careers of TGX music educators.
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- 2023
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36. Transgender Students and Policy in K-12 Public Schools: Acknowledging Historical Harms and Taking Steps toward a Promising Future
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University of Colorado at Boulder, National Education Policy Center, Meyer, Elizabeth J., Leonardi, Bethy, and Keenan, Harper B.
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Transgender and nonbinary (collectively referred to here as "trans") students are ill-served by most school environments. They experience challenges trying to navigate institutions that, at best, are poorly designed to support them and that often work against them. Although some districts and states have developed laws and policies to improve students' experiences, many are either ill-conceived, ineffectively implemented, or reinforce restrictive and inflexible structures regulating gender. This brief explores these issues in depth and puts forth recommendations for policy and practice to create spaces in which transgender youth can fully engage with school.
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- 2022
37. Elevating Family Voices: An Exploration of How Families of Students with Disabilities Experience School Choice in Colorado
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The Center for Learner Equity, Dutta, Kathleen, Ohlssen, Megan, Stelitano, Laura, and Ekin, Sumeyra
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Examining the experiences of families of students with disabilities seeking to exercise school choice is crucial to informing cogent policies and practices that will ensure equitable access. This report explores the perceptions and experiences of families of students with disabilities enrolled in charter and traditional district schools in Colorado. Research findings are based on: (1) interviews with family advocates and families of students with disabilities; (2) family focus groups; and (3) a family survey. The research elevates the voices of a small sample of families of students with disabilities in Colorado but is not necessarily representative of all Colorado families of students with disabilities. [The authors received assistance in writing this report from Kaci Coats, Alex Medler, and Lauren Morando Rhim. This report was made possible under a contract with the Colorado Association of Charter School Authorizers.]
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- 2022
38. The Influence of Educational Employees' Policy Alienation on Their Change Cynicism: An Investigation in the Turkish Public-Schooling Context
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Tulubas, Tijen
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Background/purpose: Policy alienation is considered to be significant for successful policy implementation and is linked to public professionals' attitudes towards change. The current study was conducted to investigate the influence of educational employees', namely teachers' and school administrators', policy alienation on their change cynicism in the context of Turkish public schools. Materials/methods: The sample of this quantitative, causal-comparative study comprises of 504 teachers, principals, and vice-principals enrolled in educational master's programs of the Social Sciences Institute in a university during the summer semester of 2020-2021 academic year and the fall semester of the 2021-2022 academic year. Data were collected using two Likert-type scales, the Policy Alienation Scale and the Cynicism about Organizational Change Scale, and then analyzed using descriptive statistics, "t"-test, ANOVA, and regression testing. Results: The study revealed that the educational employees had a fairly high level of policy alienation and a low level of change cynicism, although teachers had higher levels of change cynicism over school administrators. Perceived strategic powerlessness of educational employees was the highest ([x-bar] = 3.37), and their tactical and operational powerlessness predicted their change cynicism the most, and explained the 26% and 28% of the total variance in change cynicism, respectively. Conclusion: The findings indicate that educational employees should be involved in policy processes, and that change benefits should be justified with a powerful rationale so as to reduce policy alienation, as this helps to gain their behavioral support for changes and reduces failures. This is also significant as a history of failed change efforts triggers change cynicism.
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- 2022
39. Challenges to Inclusivity: An Investigation of Transgender Policy Implementation at a Suburban High School
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Thompson, Eustace and Harris, Jeffrey
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The national policy context regarding transgender students' rights has been volatile in recent years. New York State's Department of Education has a transgender policy in place, yet local school districts around New York State do not. This qualitative case study examined how district and school staff perceived the knowledge and effectiveness of transgender policies. Findings suggest a policy breakdown created by key stakeholders at both the district and school levels that leave transgender students vulnerable.
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- 2022
40. Decolonising Aboriginal and Torres Strait Islander Research
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Bowrey, Kathy, Watson, Irene, and Hadley, Marie
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There is an important but unwieldy research policy infrastructure designed to engage with Aboriginal and Torres Strait Islander research and researchers. This framework links the key performance indicators and policies of funders and institutions to researchers and communities. In this article, we explain the relevant policies and targets, with a view to showing how sector regulation interconnects in practice and identifying ways to strengthen institutional commitments to meaningful engagement with, and implementation of, Aboriginal and Torres Strait Islander research policy. We suggest next steps that are needed to help researchers comply with funder and institution-mandated obligations and to empower Indigenous Peoples to make informed decisions about the benefits of research collaboration with universities.
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- 2022
41. Policy Enactment during a Pandemic: How One School Responded to COVID-19 in Negotiation with a Nonprofit Partner
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Dorner, Lisa M., Harris, Kelly, and Willoughby, Blake
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Policymaking is not linear or neutral, nor is it ever made or enacted in isolation, especially not during a crisis. Framed by theories on the contextual, interactive nature of policy enactment, this year-long, ethnographic study examined how an urban elementary school and nonprofit organization worked to address challenges made visible by the COVID-19 pandemic. Analyses explored how negotiations among the school, its nonprofit partner, and district shaped pandemic policy responses. Data included 35 transcriptions and eight field notes from stakeholder interviews and principal--partner meetings, and 128 external stakeholder artifacts. Findings showcase the policy enactment of family--school communication and access to remote learning, and limitations of the partnership due to structural and racialized processes. The discussion presents implications for educational policymaking in response to crises, highlighting the need to understand the external contexts and racialized discourses that are part of shaping those responses to be dynamic and "nonlinear."
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- 2022
42. Towards the Next Epoch of Education. BCES Conference Books, Volume 20
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Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, de Beer, Louw, Hilton, Gillian, Ogunleye, James, Achinewhu-Nworgu, Elizabeth, Niemczyk, Ewelina, Popov, Nikolay, Wolhuter, Charl, de Beer, Louw, Hilton, Gillian, Ogunleye, James, Achinewhu-Nworgu, Elizabeth, Niemczyk, Ewelina, and Bulgarian Comparative Education Society (BCES)
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This volume contains selected papers submitted to the 20th Jubilee Annual International Conference of the Bulgarian Comparative Education Society (BCES), conducted virtually in June 2022. The 20th BCES Conference theme is "Towards the Next Epoch of Education." The theme is focused on problems, discussions, changes, solutions, and challenges that have recently happened, and as well on various opportunities, prospects, and advantages that have been made available to all actors in the educational systems around the world--students, parents, teachers, administrators, psychologists, principals, faculty members, researchers, and policy makers at municipal, regional, and national level. The book includes 33 papers and starts with an introductory piece authored by Charl Wolhuter. The other 32 papers are divided into 6 parts representing the BCES Conference thematic sections: (1) Comparative and International Education & History of Education; (2) International Education Issues; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; (5) Law and Education; and (6) Research Education & Research Practice. [Individual papers are indexed in ERIC. This content is provided in the format of an e-book.]
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- 2022
43. Critical Social Justice in the UNC System
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James G. Martin Center for Academic Renewal, Yenor, Scott, and Miller, Anna K.
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Critical Social Justice (CSJ) poses a threat to higher education and to the American way of life. This ideology divides the world into aggrieved minorities and oppressive majorities, reducing people to a group identity grounded in immutable characteristics such as race and sex. It is based on a distorted view of what a human being is, compromising the pursuit of truth and diverting institutions that adopt it away from excellence and merit and toward factionalism. It cultivates resentment and anger among the supposedly aggrieved while undermining the stability, equal treatment, and mutual toleration that contributes to individual happiness and good citizenship. Universities promote CSJ policies under the seemingly innocuous rubric of Diversity, Equity, and Inclusion (DEI). Most schools in the University of North Carolina (UNC) System have adopted CSJ in their strategic plans, and things are accelerating across the system. A system-wide Racial Equity Task Force, which the Board of Governors seemingly empowered, released a report in 2020 to accelerate the push to extend DEI programming into all facets of all the universities. It called for more administrative DEI hiring throughout the system and establishing more new programming aimed supposedly at aggrieved minorities, including curricular changes and more developed retention programs. Scott Yenor and Anna K. Miller argue that in order to decrease the influence of critical social justice across the UNC System, policy reform is necessary. In this report, they recommend what is necessary for policy reform and provide a DEI scorecard for the 16 universities in the UNC system.
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- 2022
44. Crisis Response Workgroup. Report to the Legislature
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Washington Office of Superintendent of Public Instruction and Lee Collyer
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The 2022 Legislature directed the Office of Superintendent of Public Instruction (OSPI) to create an advisory workgroup with specific participants to report back on topics related to student isolation and seclusion. This legislative report provides a background on the workgroup, history of isolation and restraint, current practices in the state of Washington, and detailed recommendations of the workgroup. The workgroup developed four categories of recommendations: (1) Eliminating the use of isolation and chemical restraint; (2) Access to proactive and effective mental health and trauma informed behavioral supports; (3) Training on de-escalation practices; and (4) Improving data collection, use for decision making, and monitoring. This report includes sample legislative text to amend House Bill (HB) 1240 to enact the recommendations.
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- 2022
45. Taught in the Matrix: A Review of Black Girls' Experiences in U.S. Schools
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Apugo, Danielle, Castro, Andrene J., and Dougherty, Sharyn A.
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In recent decades, a growing body of work casts light on Black girls' schooling experiences to inform the emerging field of Black girlhood studies. Our theoretical review applies intersectionality as a guiding analytic framework to synthesize literature in this emerging field. We specifically highlight the macro and microlevel domains of power (interpersonal, cultural, structural, and disciplinary) in U.S. K-12 schools shaping Black girls' schooling experiences. The data were drawn from a systematic search of 75 research articles. Our analysis indicated that schools perpetuate racial containment through the policies and practices they maintain as well as the cultural artifacts, objects, and people that coalesce to influence school culture, the instructional practices and curricula Black girls encounter, and the social scripts and covert messaging that dictate how Black girls claim agency in school environments. A key contribution of this review aims to situate power--a central concept in intersectionality--to offer new insights and directions for research on Black girls.
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- 2023
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46. School Policy Reform in Europe: Exploring Transnational Alignments, National Particularities and Contestations. Educational Governance Research. Volume 22
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Krejsler, John Benedicto, Moos, Lejf, Krejsler, John Benedicto, and Moos, Lejf
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This book discusses national school policy reforms in a number of key European countries and shows how these are framed in transnational collaborations that meet with national particularities and contestations. It gives an overview of school policy developments that represents the diversity of Europe within a comparative framework. It takes point of departure in the fact that European countries in their school and education policies have been increasingly aligning with each other, mostly via transnational collaborations, the OECD, EU, and the Bologna Process. Even the IEA has been instrumental to motivate alignments by means of influential surveys, knowledge production and methodological development. This alignment in terms of common standards, social technologies, qualification frameworks and so forth have aimed at facilitating mobility of students, workers, business and so forth as well as fostering a European identity among citizens from Europe's patchwork of small and medium-size countries, representing a patchwork of different languages, cultures and societal contexts. In national recontextualizations, however, alignments have been continuously contested according to the particularities of what has been possible educationally and politically in the different national contexts. Furthermore, the return of national(isms) as well as the rise of edubusiness and digitalization have been increasingly influential. This book thus concludes that increasing transnational alignments have to be observed with meticulous attention to different national contexts that matter greatly.
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- 2023
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47. School Finance Policies, Racial Disparities, and the Exploding Educational Debt: Egregious Evidence from Pennsylvania
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Kelly, Matthew Gardner and Maselli, Annie
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This article examines how three relatively recent decisions enacted and upheld by Pennsylvania lawmakers have increased racial disparities in education funding and are helping to explode what Ladson-Billings has termed the educational debt. We find that districts with the highest concentrations of Black and Latinx students are profoundly underfunded. We find that these districts spent $2 billion less than they needed--according to calculations lawmakers enacted into state law in 2008--for their students to have a chance to meet the standards the state set for them. We also find that these districts would have received an additional $1.4 billion in state aid to help them address this underfunding if lawmakers had not abandoned a 2008 formula and an additional $918 million in state funding if lawmakers had used current formulas to distribute their two largest subsidies to school districts. We find that a vast majority of children in Pennsylvania are harmed by these policies. We also find that Black and Latinx students are being particularly shortchanged. We find that districts with the largest proportions of Black and Latinx students are harmed at substantially higher rates than districts with the lowest proportions of Black and Latinx students, even after we restrict our comparison to higher-poverty districts.
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- 2023
- Full Text
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48. Raising Graduation Rates While Maintaining Racial-Ethnic Equity in Graduation: The UC Riverside Recipe. SERU Consortium Brief. Research & Occasional Paper Series: CSHE.9.2021
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University of California, Berkeley. Center for Studies in Higher Education (CSHE) and Brint, Steven
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The University of California, Riverside has raised its four- and six-year graduation rates significantly over the last decade while maintaining near-equity in graduation rates among the four major racial-ethnic groups and across socio-economic strata. The paper discusses campus policies and practices that have helped to produce these results. The campus has contributed to nearly equal graduation outcomes by maintaining strong network ties with parents in minority communities, by offering high levels of academic support and research opportunities to students from under-represented groups, by recruiting faculty and staff who are dedicated to the social mobility mission of the campus, by simplifying bureaucratic procedures, and by a consistent message emphasizing the values of diversity and inclusion. The campus has been able to raise graduation rates among all groups by guaranteeing 15 units of credit each quarter, by leveraging summer to provide courses students need, by improving pre-calculus math instruction, by hiring transition advisors to help students who were struggling in the science colleges, and by aggressively promoting a "finish-in-four" campaign. A coordinated and committed campus effort is necessary to achieve these results.
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- 2021
49. Development of the Evaluation Instrument of the Child-Friendly School Policy in Elementary School
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Hajaroh, Mami, Rukiyati, Purwastuti, Lusila Andriani, and Nurhayati, Riana
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Policy evaluation is essential to determine the success of the policy implementation in achieving its objectives. For evaluation purposes, a set of valid and reliable instruments is needed in order for the data could describe the object being measured. It is necessary to use a child-friendly school assessment instruments (CFS-AI) when the child-friendly policy is implemented. This research aimed to develop a measurement instrument of child-friendly school policy and program in elementary school with the Context, Input, Process, and Product (CIPP) evaluation model. The research used a quantitative-qualitative approach as suggested by Onwuegbuzie (2010), which an assessment instrument developed with mixed-methods analysis. The sample of this research consist of teachers, principals, parents, and community members around the school. The data were analyzed by Exploratory Factor Analysis (EFA) using the SPSS program to determine the validity and reliability of an instrument. The results showed the child-friendly school assessment instrument (CFS-AI) developed in four assessment aspects has fulfilled the requirements of validity and reliability. It implies that CFS-AI has fullfilled the standards to measure the success of the implementation of child-friendly schools in elementary schools. This instrument is comprehensive, precise, and consistent to measure the implementation of child-friendly school policy.
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- 2021
50. Educational Equity: Solutions through Social and Emotional Well-Being
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MDRC, Alliance for Excellent Education, Education Trust, Grossman, Jean Baldwin, Sepanik, Susan, Portilla, Ximena A., and Brown, Kevin Thaddeus
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This practitioner brief is the first in a series highlighting concrete strategies that educational leaders can use to increase equity in education, by building supportive learning environments that meet all students' social and emotional needs. This introductory brief starts by laying out the aspects of a student's social and emotional well-being that are the most strongly related to school engagement. It then describes how environmental and structural factors facing particular groups of students lead to disparities in these aspects of social and emotional well-being that affect learning. The discussion then turns to three levels of change that are needed to address this inequity: making equity-focused structural and policy changes, enhancing staff capabilities, and enriching the social and emotional support available to students. Subsequent briefs will flesh out specific relevant issues, providing evidence for various strategies and implementation advice from educators who are using them. How a particular district proceeds will depend on its circumstance and resources, but this brief and future ones should help educators striving to make their systems more equitable.
- Published
- 2021
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