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1.
This paper argues that the problems of educational access for non-nationals in South Africa lie not simply in failures of the current policies, although there are certainly instances where policies need modification, but largely in the implementation of existing policies, and the ways in which they are developed and modified. The paper reviews evidence in the international literature and draws on empirical evidence from a small study of a group of Zimbabwean migrant children to illustrate more clearly the dynamics that serve to exclude them from access to schooling, despite official policy commitments. Key research questions that are addressed are what main barriers to educational access exist for non-national and are these a result of policy gaps; how does the implementation of existing educational policies affect the educational access of non-nationals; what approaches to policy and practice would be more effective in ensuring non-nationals participate fully in basic education? The paper ends with some observations on how to address the policy gaps and how to develop a more effective approach to policy formation and implementation in order to improve both policy and practice.  相似文献   

2.
Teachers' perception of the educational policy is vital to understand the success or failure of the policy's implementation. In this article, we describe the development and use of the Policy Characteristics Scale to measure teachers' perception of a new teacher evaluation policy. An exploratory factor analysis (n = 347) and a confirmative factor analysis (n = 263) revealed a three-factor structure of teachers' perception of the new educational policy: policy's practicality, need, and clarifying function. Our research results indicated that teachers confirm the policy's need. They perceive the reform as clear but they have questions about the policy's implementation. Implications for policy makers and school leaders are discussed.  相似文献   

3.
基于对上海地区四所小学的田野调查,考察教师在“赋权增能”政策条件下,如何处理课程改革中所面临的问题,及其所处教师共同体的影响。研究发现：课程改革给教师造成的压力客观上推进了教师发展和教师专业学习共同体的构建;课程改革在赋权增能的同时赋予教师高度问责,造成教师不愿承担赋权,而教师专业学习共同体以群体分责来支持教师的赋权增能;未来课程改革应当寻求赋权、增能和问责的平衡,并推进教师专业学习共同体的建设,从而支持教师真正成为课程改革的“代理人”。  相似文献   

4.
Abstract

Significant differences in perceptions between teachers in primary and secondary grant‐maintained schools are reported and analysed. Parents were more frequently involved in promoting opting‐out in primary schools, primary teachers had more favourable attitudes to the grant‐maintained school policy and, in primary schools, grant‐maintained status delivered improvements in classroom conditions, most notably reduced class size and increased para‐professional support in classrooms. The findings are discussed in terms of the management of primary schools, of theorising about reputation management in grant‐maintained schools, and of the explicit objectives of the grant‐maintained policy. It is further suggested that the evidence provided about grant‐maintained primary schools could be used to inject new life into a policy faltering in secondary schools.  相似文献   

5.
This paper deploys some concepts from the work of Michel Foucault to problematise the mundane and quotidian practices of policy translation as these occur in the everyday of schools. In doing that, we suggest that these practices are complicit in the formation of and constitution of teacher subjects, and their subjection to the morality of policy and of educational reform. These practices are some ways in which teachers work on themselves and others, and make themselves subjects of policy. We conceive of the processes of translation, its practices and techniques as a form of ethics, the constitution of a contemporary and contingent version of professionalism through the arts of self-conduct. In all of this, it is virtually impossible to separate out, as Foucault points out, capability from control. We argue that the development of new capacities, new skills of classroom management, of pedagogy, bring along with it the intensification of a power relation. We are primarily concerned with Foucault’s third face of power, pastoral power or government and how this interweaves and overlap with other forms of power within processes of policy and educational reform.  相似文献   

6.

Belgian educational policy for secondary schools was a national matter until 1989, although the polarized structure had already given rise to some decentralization. When educational policy became the responsibility of the Communities in 1989, it became clear that each Community would deal with their problems differently, even when confronting the same problems. The Communities did not abolish the influence of the polarized structure. Analysis of four key issues of educational policy in relation to secondary schools confirms the typical approach to the problems by each community. They gave different political answers to the problems of the protection of the position of teachers, of the quality of education, and local schools administration. Only the problem of the integration of immigrant children is being tackled similarly.

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7.
Post-primary science teachers in Victoria were asked to express views about primary science curriculum design and implementation. They were also asked about the value of continuity between primary and post-primary science education. The post-primary teachers generally had favourable attitudes to primary science education and considered that cooperation would be useful-though it is not common at the moment. However, the data revealed a considerable range of opinion. Post-primary science teachers' views about primary science curriculum are similar to those of primary teachers themselves, but many post-primary teachers would place more emphasis on formal or textbook knowledge. Post-primary teachers see a number of systemic problems in implementing primary science education but their positive perceptions suggest the value of encouraging more structured links. The notion of continuity across the two sectors was well supported. Specializations: science education policy and practice, teacher education, school effectiveness. Specializations: science education, teacher education in science.  相似文献   

8.
Teacher policy: a framework for comparative analysis   总被引：1，自引：0，他引：1  
This article outlines a framework for analysis of teacher focused policy studies within an international and comparative perspective. Using the notion of the professional life cycle of teachers, the article examines examples of key empirical studies that illustrate the impact of policy on addressing such issues as teacher recruitment, education, selection, retention and development. The article concludes that the framework is useful in identifying the strengths and weaknesses in the conceptualization and design of teacher focused policy and studies, and gives recommendations for the design of rigorous studies to inform future policy in this area.
Maria Teresa TattoEmail:
Maria Teresa Tatto   (Mexico and United States of America) is an associate professor of education at the College of Education in Michigan State University. She obtained her doctoral degree from Harvard University in 1987. Her primary research interest is the international and comparative study of educational reform from a cross-national perspective and its impact on the contribution of schooling—particularly the role of teachers, teaching and learning. Other research interests include the study of early childhood education to improve knowledge levels for the rural poor in Mexico, the role of values education from a policy perspective, and the development of policies to regulate the education of the children of migrant workers in the USA. She is currently (2002–2009) the director and principal investigator for the first IEA (International Association for the Evaluation of Educational Achievement) Teacher Education and Development Study in Mathematics or TEDS-M, designed to examine the institutions, processes and outcomes of teacher preparation and induction []. Her more recent publications are her 2007, Reforming Teaching Globally. Oxford Studies in Comparative Studies in Education. Oxford, UK: Symposium Books; and, in 2004, La Educación Magisterial: Su alcance en la era de la globalización. Mexico, D.F.: Editorial Santillana. [Teacher Education: Its potential in the globalization era]. She has written more than 40 research articles in English and Spanish on policy relevant issues in education.  相似文献   

9.
ABSTRACT

School architecture is often taken for granted both in use (where it is naturalized) and in writing on education policy (tending to feature simply as policy setting.) Built policy instead points up the active and ongoing role of the material environment in shaping education. From financing and procurement to the design of individual classrooms, the paper works across architecture, sociology and policy studies to clarify the relationship between different dimensions of physical and social space and so provide a useful theoretical ground for future work. What is special about school-building and architecture that enables them to do policy? How are they used to do it? By whom? From city planners to students, a range of actors use different space-organizing resources to attempt the instantiation of (and challenges to) policy in built form. These processes are explored first theoretically, then empirically through a new Academy school in England. The paper deepens understanding of what policy is, emphasizing its intimate if taken for granted spatial characteristics, its ongoing-ness in built form and its travel by means of circulating images of buildings and spaces.  相似文献   

10.
This paper draws on data from three case study sites in Gujarat State to examine primary teachers' motivation and ability to adapt to major new policy initiatives. It uses the 1986 policy innovation of Operation Blackboard as a medium through which to explore the problems attending widescale and rapid purposive change. As part of the newly defined minimum facilities in primary schools, Operation Blackboard supplied a second teacher to many existing single teacher, single room establishments. Through this programme, policy-makers intended to upgrade the quality of school education and effect a major revision of teaching methods. But, although the policy acknowledged teachers' centrality to educational change, the innovation arising from it failed to prepare teachers to adapt to its demands. Centrally conceived, it allowed neither State-level administrators nor teachers any sense of ownership or participation in decision-making. No allowance for teachers' generally low professional competence, training and motivation was made; and nor was it recognised that differences in socio-economic contexts would affect teachers' capacity to utilise what was provided. The implications of findings made in three very different socio-economic locations within a single District of Gujarat State can be generalised to the State level, and are significant also at a national level for policy-makers seeking to initiate educational innovations in the current circumstances.  相似文献   

11.

This paper questions the ability of a reform policy of five years’ duration to create the conditions necessary for practitioners to sustain change. California's school restructuring initiative challenged schools to transfer authority to teachers and to demonstrate that every student could succeed in learning. Analysis of this progressive policy is based upon the ‘best‐case’ experiences of an exemplary elementary school staff. After five years, the teachers are just developing the ability to confront the volatile issues of race and social class that surfaced in their inquiries into persistent disparities in student achievement. Using theories from institutional analysis of organizations, the paper argues that withdrawal of policy support means weakening of the regulative, cognitive and normative legitimacy for the goals and processes of change. Fixed‐term policies which invite radical reform thus leave schools vulnerable to the tradition‐reinforcing institutions that remain after the initiative has ended.  相似文献   

12.
Research on teachers’ use of social media has typically assumed that it is a) driven by a need for professional learning and b) best understood in terms of individual motivations. In this study, we use a dataset of nearly 600,000 tweets posted to one or more of 48 Regional Educational Twitter Hashtags associated with 44 U.S. states. To explore the influence of local contextual factors on hashtag- and account-level activity in these hashtags, we use an analytic approach heretofore uncommon in social media-focussed education research: generalised linear and multilevel modelling. At the hashtag level, higher numbers of teachers within a state, proportions of students receiving subsidised meals, student-to-teacher ratios, and amounts of state spending per child are associated with more activity within a regional hashtag; by contrast, more left-leaning state governments and citizenries are associated with less activity. At the account level, more experienced accounts and accounts in more right-leaning states contribute more tweets to these hashtags. These findings reinforce established understandings of Twitter as a site for teacher learning; however, they also underline the importance of acknowledging other important purposes of teachers’ Twitter use, including receiving emotional support and engaging in activism. Practitioner notes What is already known about this topic
  • Many teachers use Twitter (and other social media platforms) for professional purposes.
  • Teachers have identified professional learning—among other purposes—as motivating their use of Twitter.
  • Regional Educational Twitter Hashtags are diverse learning spaces for teachers and other education stakeholders.
What this paper adds
  • Local context and policy factors help influence teachers’ use of Twitter.
  • Teachers may turn to Twitter because of a lack of emotional or political support—not just a lack of material support or professional development opportunities.
  • Individual and idiosyncratic factors remain important in explaining teachers’ engagement with social media.
Implications for practice and/or policy
  • Informal spaces like social media may supplement formal support mechanisms for teachers.
  • Teachers’ use of social media may help administrators and policymakers identify existing gaps to be repaired in those formal support mechanisms.
  • Support for teachers should be conceived holistically and include emotional and political support.
  相似文献   

13.
ABSTRACT

This paper explores how doing headship may be considered as a form of policy narration. A key role of the headteacher as policy narrator is to tell/sell a story about their school to themselves, their staff and the outside world of parents, inspectors and other stakeholders. The accounts they construct will depend to some extent on their perspectives, commitments and personal-professional identities as well as an interplay between national priorities and situated contexts. They will also depend on who they are speaking to and what they take to be a ‘professional’ response in relation to their policy work in school. Drawing on in-depth interviews with two experienced English primary school headteachers, Hazel and George, and Lakoff and Johnson’s claim [1980. Metaphors We Live By. Chicago, IL: University of Chicago Press] that metaphors are not just linguistic devices, but technologies of reasoning and understanding, this paper explores the ways in which headteachers deploy different tropes to explain what it is that they do. Metaphors of leadership explored include headship as branding, persuasion and not dropping the ball as well as fighting and parenting although there is an absence of any direct political critique in these two accounts.  相似文献   

14.
ABSTRACT

This paper explores how six English primary school teachers enact assessment and attainment-focused policy and asks what this performative policy work does and whether it shapes or requires a new kind of primary teacher subjectivity. The paper draws on a small study of policy enactments in two primary schools in Greater London in order to discuss two dimensions of policy enactment that emerged from our data: first, shifting assessment regimes in primary schools which create an enactment environment of second-guessing policy; second, a shift in focus from the individual child to targeted groups that raises questions about more traditional primary school values. The paper concludes with a reflection on the effects of contradictory values and practices and how this policy context creates a form of ‘doing without believing’ in the English primary school.  相似文献   

15.
ABSTRACT

This paper explores the vocabulary and frameworks offered by two theories of public policy process: the advocacy coalition framework (ACF) and the narrative policy framework (NPF) and what they offer to the study of global education reform. The foci of ACF are policy subsystems, formation of advocacy coalitions around policy issues, and their impact on policy change; the emphasis of NPF is the divergent narratives developed and used by these coalitions. This paper reviews each theoretical framework, summarizes existing research literature on their education policy applications, and then poses alternative questions and suggest alternatives to study global education policies, especially those presently critiqued using the term neoliberal which we position as nebulous in its current usage. The aim is to open channels of communication for scholars from different disciplines by introducing different theoretical approaches to analyse the role of the numerous elements that shape global education policy.  相似文献   

16.
ABSTRACT

In recent decades, the work of teachers worldwide has undergone deep change. We have seen that teachers have encountered recent challenges differently and adapted to educational changes to a different extent depending on their personal disposition, but also school leadership and workplace support. This study focuses on the example of Estonian vocational teachers that serves as an interesting case for analysing how the interplay of the transitional context and neo-liberal policy trends adopted since Estonia regained its independence in 1991, after 50 years under Soviet rule, have affected the individual trajectories of teachers’ lives. This paper aims to understand how the interplay of the institutional context and individual (work) lives shapes Estonian vocational teachers’ understandings of their work and professionality. We suggest that certain periods of practice are visible in teachers’ narratives and those periods might be considered as enabling different degrees of agency. However, our interviews also revealed that different reform periods have been perceived and responded to differently. In the context of 25 years of the educational reform process, the policies and requirements introduced have been refracted at different levels (Goodson & Rudd, 2017), including that of the vocational field, the schools and individual teachers. Our results confirm that teachers individual, social, cultural and material resources such as competence, career stage, relations and networks, school leadership and prevailing culture at schools have their role in enabling or hindering the agency of teachers.  相似文献   

17.
《师资教育杂志》2012,38(1):61-75
Teachers' thinking about four conceptions of teaching (i.e., apprenticeship‐developmental, nurturing, social reform, and transmission) were captured using the Teaching Perspectives Inventory (TPI). New Zealand and Queensland have very similar teaching‐related policies and practices but differences around assessment policies and practices are expected to influence teachers' conceptions of teaching. Results from two surveys (New Zealand primary (n = 241) and Queensland primary (n = 784) and secondary (n = 614) teachers) found acceptably fitting models. TPI models were not invariant between primary and secondary teachers in Queensland while the models for primary teachers in Queensland and New Zealand were partially invariant. There were only small differences in mean perspectives scores, except for transmission, which elicited large differences.  相似文献   

18.
In the course of the 1990s, many education systems in the developed world reported an increase in the number of pupils presenting emotional and behavioural problems. For countries such as Greece on the point of economic development, it is interesting to examine whether as they seek to ‘reform’ their education systems in line with those of more ‘developed’ countries, they are experiencing a similar phenomenon. An analysis of the findings of a survey is presented on the views of over 600 Greek primary school teachers in Athens on the nature and incidence of emotional and behavioural problems. The findings confirm that Greek teachers are facing a deteriorating situation in which they are reporting a greater incidence of behavioural problems compared to the past. Although many of the patterns of behaviour are similar to those reported in other European countries, a number of interesting differences emerge over the levels of reporting of emotional problems. In the course of the analysis of these similarities and differences, a number of implications are identified which, it is suggested, can inform the development of national policy leading to a greater level of support for schools and teachers.  相似文献   

19.
This paper will present and critique the mediation of tensions arising as a result of the collision of creativity and performativity policies in English primary education, in the context of the three-way model of creative partnership being used for professional development in certain English schools. The paper will consider these partnerships from my perspective of research mentor to classroom teachers and dance artists engaged in dance-based action research (Creativity Action Research Awards 2). The paper focuses on two tensions arising in these contexts and their relationship to the creativity/performativity policy tensions: firstly process (with inherent potential for risk-taking, and critical appraisal) versus product (with inherent potential clarity) in the context of both the wider school performativity agenda and the performance expectation within dance; secondly, the necessary depth of enquiry to achieve ownership of creative activity by teachers and learners versus a desire for initiatives to demonstrate immediate results articulated in verbal, numeric or written form. The paper draws on my self-study of my role as research mentor within the CARA 2 initiative, to consider the manifestation and mediation of these tensions within actual three-way partnership practice, and the implications for current and future practice and policy.  相似文献   

20.
This paper reports on research into how effective non‐statutory guidance has been in managing the primary science curriculum in England. A small‐scale qualitative study was used to elicit the views of teachers, local education authority advisors, an Ofsted inspector and a policy‐maker. The findings indicate that the guidance is influencing the management of primary science teaching at both national and local level. The use of this guidance has been supported nationally and individual schools have found it supportive. The effect of this policy on pupil learning has still to be investigated by further classroom observational studies. It is also hypothesised that the long‐term effect of this guidance could be stagnation and a lack of creativity and this needs further study. Has this guidance reached the end of its useful life? Does it need replacing or are primary science teachers now in a position of not needing such support?  相似文献   

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