共查询到20条相似文献，搜索用时 31 毫秒
1.
Although researchers consider them powerful, teacher policy advocates are among the least studied stakeholders in U.S. public education reform today. Although plenty of attention has been given to the impact of policy on teachers' work, little research explores how teachers interpret or interact with policy. Drawing on the work of Spillane, Reiser, and Reimer (2002) on teachers' policy implementation and Coburn's (2001) work on teachers' collective sense-making of policy, this qualitative study examines the different ways in which five teachers interpreted, translated, and enacted a response to ESSA. The findings describe how contextual factors influence teachers' relationship with education policy: (a) structural supports for grassroots involvement via social networks are instrumental in mobilizing teachers, and (b) unless a more bottom-up approach is taken that enables teacher agency, sense-making, and advocacy, top-down school policies will continue to hold limited promise. The paper concludes with implications for understanding how teachers are indeed policy advocates. 相似文献
2.
Larry Ludlow Joseph Pedulla Sarah Enterline Marilyn Cochran‐Smith Fran Loftus Yves Salomon‐Fernandez 《欧洲师范教育杂志》2008,31(4):319-337
In an effort to make decisions about teacher education policy and practice that were informed by research and evidence, participants in Boston College's ‘Teachers for a New Era’ Evidence Team (http://www.teachersforanewera.org) designed a portfolio of assessments and studies. This article describes one project in the portfolio – a series of surveys that trace teacher candidates' experiences over time and track shifts in these experiences as respondents progress from students during the pre‐service period to teachers in the first few years of work in the profession. The article illustrates how various constituencies in the teacher education programme and the larger university used survey data to guide practice, shape policies, and raise new questions about the curriculum, relationships with schools, and the performance of teachers and their pupils. The article argues that these surveys helped to create a new ‘culture of evidence and inquiry’ within which decisions about local policy and practice were made in the teacher preparation programme and the larger university. 相似文献
3.
Lyn Yates 《Discourse: Studies in the Cultural Politics of Education》2002,23(3):329-338
This article addresses Making the Difference (Connell et al., 1982) as a research project, in the specific context of Australian education and Australian sociology. It argues that the form of its research and writing have been as influential as the argument itself, and illustrates these themes by comparing that project of the early 1980s with two more recent Australian projects of the late 1990s. It is suggested that Making the Difference was successful in illustrating class and culturally based inequalities in the form of Australian schooling, and in illuminating some gendered processes of that schooling, but that its proposal for an 'organic working class curriculum' was difficult and utopian in conception, and quickly overtaken by broader interests in school 'effectiveness', and political moves to 'third way' policies rather than class war. It is argued that the Queensland New Basics project illustrates some of the lessons of engagement and communication offered by Making the Difference , and also the pragmatism of this new political context; and that the longitudinal 12 to 18 Project attempted to build on insights about class and gender of the earlier work, but with attention to some of the limitations of the type of focus on class of that work. 相似文献
4.
This paper conceptualises think tanks and edu-businesses in relation to education policy work in the Australian polity. It situates the enhanced influence of both in relation to the restructured state, which has lost some key capacities in relation to the generation of research and ideas for policy. This restructuring has been strongly influenced by the techniques of new public management, the auditing of education through national and international testing and new forms of network governance, which have opened up spaces for the increased influence of think tanks and edu-businesses across the policy cycle in education. We see here the workings of a ‘polycentric state’. The paper also considers changing concepts of ‘evidence’, ‘expertise’ and ‘influence’ in respect of the involvement of think tanks and edu-businesses in circulating policy ideas and affecting policy development in Australian education. This introduction to this special issue of The Australian Educational Researcher serves as a provocation to further research on this new policy scenario. 相似文献
5.
Yijun Yang 《British Educational Research Journal》2023,49(4):693-710
This study presents some of the current methodological issues regarding the analysis and comprehension of educational policy transfer, with particular emphasis on the issue of structure and agency. It suggests some shortcomings of current educational policy transfer research in dealing with the complex interaction between structure and agency. To fill those voids, drawing from Archer's morphogenetic approach in educational policy transfer, an alternative framework of educational policy transfer is presented. A case from the author's current research on China's interest in Japanese vocational education during the late Qing Dynasty is given to explain the usage of this new interpretive framework. It is hoped that this new conceptual framework will aid in analysing educational policy transfer and open up a new methodological and theoretical space for future educational policy transfer research. 相似文献
6.
《Teaching and Teacher Education》2006,22(5):612-626
This article is a tribute to Graham Nuthall's contribution to classroom research from his early experimental studies through to his recent work on theory integration. It also explains the potential of the methodology, findings and theory building in our collaborative work to make a substantial positive difference for diverse students. The article explains the significance of, and need for, research linking learning to teaching processes (a scientific realist approach to putting ‘process’, socio-cultural context and theory building into a new process–product paradigm). Findings of student outcomes contrary to educational goals (for example, teaching designed to enhance appreciation of cultural differences triggering racist abuse) signal the importance of research that explains the impact of teaching on learner outcomes. The article also foreshadows the implications of the work that Graham and I did for teaching, teacher education, research and educational policy. The article concludes with Graham's view that the most important contribution his work would make, would be to initial teacher education. 相似文献
7.
Douglas E. Mitchell Selin Yildiz Michael Batie 《Community College Journal of Research & Practice》2013,37(8):620-644
Community colleges employ more than one-third of the nation's higher education faculty. Nevertheless, the labor market through which faculty are recruited, selected, hired, evaluated and retained or replaced is one of the least understood aspects of these institutions. Functional management and effective policy both require a clear understanding of the workplace dynamics and employment dilemmas associated with this labor market. This article begins by recognizing that the 21st century economy is being transformed by large scale social, political, and technological developments—developments often referred to as the emergence of a new economy. This new economy is transforming the nature of work and the character of worker-employer relations. Four core ideas in the new economy literature are developed to show how they are creating fundamental labor market dilemmas for community colleges. The concepts are (a) information age technology, (b) globalization, (c) neo-institutional theories of organization, and (d) work spatialization. Analysis of these concepts shows how the transformation of work and of workplace relationships produced by the new economy is creating five troublesome dilemmas for community college management, policy, and research. These dilemmas are examined to build theory and frame policy issues for research and action. The dilemmas involve distinguishing work spatialization from secondary labor market status, separating institutional from bureaucratic forms of control, identifying symbolic and substantive faculty work roles, clarifying managerial control structures and roles, and identifying the career pipelines that bring individuals into this occupation. Responding to these dilemmas shapes college management, frames higher education policy issues, and defines a research agenda for anyone interested in understanding and improving community college performance. 相似文献
8.
This paper addresses the call for evidence-based practice by describing an initiative in school-university partnership that has led to the establishment of a community of teacher researchers whose investigations provide the evidence upon which they make decisions to improve their teaching. This is a new way of approaching the idea of evidence-based practice, where the evidence comes through personal testimony that 'rings true'. In this mode of research the processes of research are shared so that the outcomes of the research may be disseminated through 'transferability' rather than 'generalisability'. The first part describes the partnership, which involved the adaptation of existing structures in the school (staff development) and the university (accreditation) to create a new more democratic, more productive relationship. The second part of the paper describes the work of one teacher who applied the principles from her own learning within the teacher group to her management of her students' learning in such a way that the excitement of independent learning that had been a feature of the teacher group was transferred to the students. The third part of the paper addresses the politics of such research and makes a case for including teachers' and students' knowledge of their own practice as evidence to inform policy development. 相似文献
9.
This research focuses on the impact of the context of Covid-19 on the role of the SENCo in English schools. The SENCo's role is a contested field; however, the current Special Educational Needs Code of Practice identifies 11 key areas of SENCos' work. A widely distributed survey was used to access the voice of SENCos across the country, and received 26 responses. Data were analysed using a realistic evaluation framework to identify the impact of Covid-19 on the work of the SENCo. The research indicated that practice in this context had changed in some key areas, and also identified three new aspects of the SENCo role. These point to the need to revise policy and guidance relating to the SENCo being part of the senior leadership team, providing emotional support for adults, and engaging in practical pedagogical activities. 相似文献
10.
《Ethnography and Education》2013,8(2):140-152
To identify the possibilities for collaborative professional development; a research-driven model was adopted to assist an English First Additional Language teacher to appreciate how he could teach effectively by using an approach that takes into account the students' culture. Using critical observation and stimulated recall discussion, this study examined how his teaching addressed the requirements of the curriculum policy. Evidence points to a reluctance to consider this policy. The teacher's disposition posed challenges to the research process. We suggest that such research could be used effectively if policy were to clarify how a ‘new field’ could contribute to the public good and teachers' development of a ‘new habitus’. In conclusion, we explain how the envisaged outcomes of policy are underpinned by a notion of cultural harmony that has to inform teaching. 相似文献
11.
Diane Stone 《Compare》2002,32(3):285-296
The 'knowledge agenda' has become a central part of development discourse. This paper addresses one aspect of this discourse - the use of policy research in the social sciences - and the dilemmas that have been encountered by both development agencies and researchers in communicating and making use of that research. Development agencies as well as NGOs have initiated work to evaluate and document the effectiveness of research partnerships, knowledge capacity building and (social) science policy impact. As a multilateral initiative, the Global Development Network (GDN), and especially its 'Bridging Research and Policy' project, provides a vehicle to address issues related to research impact. Twelve perspectives on improving research and policy linkages are outlined to reveal that how the problem is defined shapes policy responses. Taken together, these explanations provide a multifaceted picture of the research-policy nexus indicating that there are many possible routes to 'bridging' research and policy. These diverse perspectives will be categorised into three broad categories of explanation: (i) supply-side; (ii) demand-led; and (iii) policy currents. However, knowledge is part of the solution to many development problems but not of itself a panacea. 相似文献
12.
David H. Hargreaves 《Cambridge Journal of Education》1999,29(2):239-249
The new government's policy on educational research is emerging in the light of recent reviews. This provides an opportunity to reflect on some of the lessons to be derived from the last half‐century's experience of the relations between social science research and public policy and professional practice. Implications for the future of educational research are considered in the light of this experience and the new government's approach 相似文献
13.
《Journal of Teaching in Social Work》2013,33(3-4):1-18
Abstract Research courses are associated with performance anxiety and educational insecurity for many social work students. This paper makes the case that student anxiety associated with research courses is rooted in the history of the social work profession, and this history sheds light on the present day climate of research in social work education. The authors suggest that improvement to the research climate in social work education requires an “institutional” response. To that end, this paper describes a committee process that resulted in changes to one school's curriculum policy by revamping student learning objectives for a sequence of five research courses that spanned BSW and MSW programs. The committee produced a continuum of student learning expectations based on Bloom's taxonomy, which represents a logical progression of knowledge and skill competencies as students advance through their course work. 相似文献
14.
Inga Elgqvist‐Saltzman 《Gender and education》1992,4(1-2):41-56
A review of Swedish educational policy and educational research indicates that labour market considerations have had a high visibility. Straight routes through the educational system have been laid out in order to equalise and make the system more efficient. Empirical studies show that women's strategies to combine education, work and family often resulted in ‘winding tracks’ through education. Predominant research models tend to adjust to the ‘straight roads’ of educational policy while women's winding routes have been set aside. The current Swedish goal of equality between men and women gives work and parenthood the same weight for both sexes. This article discusses whether this goal could set a challenging framework for a research agenda where more gender‐sensitive methodologies are developed as well as gender‐sensitive concepts, upgrading women's knowledge, experiences and values. 相似文献
15.
In this paper we map out the debate concerning a new mandate for European education policy based on recent socio-economic, political and educational developments, seen from the perspective of educational researchers located on the European (semi)periphery. The first part of the paper looks at the category 'preparation for the labour market', while the second part concerns itself with the category 'citizenship'. With regard to the former, it is argued that a new mandate for European education policy finds itself inextricably linked to the new education mandate of the new middle class, in a setting of globalisation and, closer to home, European construction. The latter attempts to conceptualise the emergence of new forms of citizenship at a time when the modern social contract suffers a process of transformation (or, what we term, reconfiguration). Based on the distinction between 'attributed citizenship' and 'demanded citizenship', we analyse changes taking place in state regulation as well as explore some of their implications for schooling. 相似文献
16.
Martin Thrupp 《教育政策杂志》2013,28(4):297-314
This article explores the ‘middle-class pressure thesis’, the extent to which recent education policy in England under New Labour may be shaped by the need to respond to an increasingly large and anxious middle class. It discusses why the intensification of middle-class pressure on education policy in England could be expected and outlines how New Labour's education policies can be seen as a response to that pressure. In the latter part of the article the case of New Zealand is used to ‘speak back’ to the middle-class pressure thesis in England. New Zealand highlights the potent influence of England's historic and recent class context on policy by demonstrating a setting where market policies have been embraced by policy makers but where class has played a less important role. The article suggests that although the means by which social class at the local level might act back on and help shape the direction of national education policy will be difficult to investigate, it would be a rewarding direction for future policy research related to social class. 相似文献
17.
Moosung Lee 《International Journal of Lifelong Education》2013,32(2):151-169
Although the lifelong learning policy of the United Nations Educational, Scientific, and Cultural Organisation (UNESCO) has had a unique impact on international discussions over the last four decades, little historical research has revealed the ideological influences at work within UNESCO's lifelong learning policy texts. With this in mind, this paper exposes the authoritative and marginal ideological influences within UNESCO's lifelong learning policy during the period between the 1990s and the early 2000s. Specifically, this research's analysis reveals that while social democratic liberalism as a dominant ideology was continuously reaffirmed in UNESCO's lifelong learning policy texts during the period, neoliberal stances were also subtly accommodated and radical social democrats' ideas missing in its recent lifelong learning policy texts. Furthermore, UNESCO's lifelong learning was fallaciously critiqued as being opposed to another global development agendum, education for all (EFA). Implications for realising good policy and global justice in conditions dominated by neoliberal capitalism are discussed in depth. 相似文献
18.
《Journal of Teaching in Social Work》2013,33(3-4):37-51
Abstract The importance of computer training in social work education will continue to increase as the profession becomes more globalized and technological. It is the authors' premise that social work education must include the integration of training in computer technology. One resource available to educators is the Internet. The world wide web contains a vast amount of information on policy and social issues. This article discusses the use of web based learning exercises to simultaneously teach social policy and enhance student computer skills. Two learning exercises are presented which are designed for use in social work policy courses. The authors present their teaching experiences and provide suggestions on using this approach in the classroom environment. Information on resources and useful URL's for policy research is included in the discussion. 相似文献
19.
CAROLINE DYER 《比较教育学》1999,35(1):45-61
Misjudging the ease of policy implementation is recognised as one of the most common planning mistakes. If implementation is not planned and structured, effective management of change may give way to ad hoc adjustments and short-term strategies for coping, with a subsequent dilution of policy efficiency. Developing countries can ill afford the wasted resources that result, but little research attention has been directed at providing information about implementation processes that policy makers can draw on. This article discusses a model of 'backward mapping' that was applied in India, and generated a variety of useful insights which have contributed to learning for policy. In contexts where comparatively little is known about the implementation process, the use of such models to generate this kind of learning can improve our understandings of the 'black box' of implementation, and open up new options for policy strategies to achieve policy goals. 相似文献
20.
Bob Lingard 《The Australian Educational Researcher》2016,43(1):15-33
This paper provides a case study of the Centre for Independent Studies (CIS) in Australia with a focus on its education policy work, specifically the report, School funding on a budget (SFoB). CIS is a conservative right wing advocacy think tank, established in 1976 in the aftermath of the Whitlam government’s policy activism, framed by classical liberalism or neoliberalism with a provenance in the political economy of Hayek and Friedman. As such, it is committed to smaller government, individual responsibility and more market driven solutions to social problems. CIS gives more emphasis to academic research than other think tanks of its kind. This paper theorises think tanks as hybrid, boundary spanning organisations that work across academic, media, political and economic fields. An argument is proffered that it is the restructured state, with its loss of research capacity and fast policy making, which has strengthened opportunities for think tank influence across the policy cycle in education. With SFoB, CIS used a political moment, the first Abbott federal government budget focused on ‘budget repair’, to argue a case for reducing government educational expenditure as a percentage of GDP in the long term. That policy moment was used for recommending the abolition of the federal department of education and further dismantling of public schooling. SFoB is shown to be exemplary of the conservative advocacy think tank report genre in its usage of ‘mediatized’ language, surface accoutrements of academic research, and user focus. SFoB is a manifestation of what can be seen as the ideas for policy work of CIS, dressed up as research. 相似文献