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1.
The aim of the article is to consider the treatment of education and policy in the International Review of Education between 1955 and 2001. The article focuses on the changing prominence given to various topics in education and policy in IRE during the period and the way conceptual thinking in this area has changed and developed. An attempt is made to link both the shifts in focus on various educational planning policy themes and issues, and the major paradigm shifts in the area, to the changes in perceived education and policy needs and problems in each decade during the period.  相似文献   

2.
The aim of the article is to consider the treatment of education and policy in the International Review of Education between 1955 and 2001. The article focuses on the changing prominence given to various topics in education and policy in IRE during the period and the way conceptual thinking in this area has changed and developed. An attempt is made to link both the shifts in focus on various educational planning policy themes and issues, and the major paradigm shifts in the area, to the changes in perceived education and policy needs and problems in each decade during the period.  相似文献   

3.
This paper is a response to David Limond's exposition, “[An] historical culture … rapidly, universally, and thoroughly restored”? British influence on Irish education since 1922', which appeared in Comparative Education, Vol. 46, No. 4, November 2010, pp. 449–462. Limond's overall thesis is that ‘a post-colonial overhang affects Irish policy-makers and bureaucrats in their educational policies and practices’. This paper contests three main aspects of Limond's exposition. First, in his analysis of the period 1831–1922, he fails to place sufficient emphasis on the extent to which the educational system was favoured by the Catholic Church, which operated in a manner which served not only its own interests, but also those of the middle classes of Irish Catholic farmers, merchants and business people. Secondly, he does not sufficiently indicate the extent to which the structure of Irish education from the early years of independence until the mid-1960s, and associated curriculum changes, were very different from the situation in Britain at the time. Thirdly, while he is correct in stating that, since the 1960s, Ireland has imported certain ideas on educational policy and practice from Britain, he neglects to demonstrate that there were also other sources, and that they were probably more dominant than the British ones. Hopefully, as a rejoinder, the paper will be read in a positive light by indicating how the historical study of Irish education within a comparative context is a neglected area of scholarship, and thus stimulate researchers to address the situation.  相似文献   

4.
This article examines the intersecting logics of human capital and national security underpinning the corporate school reform movement in the United States. Taking a 2012 policy report by the Council on Foreign Relations as an entry point, it suggests that these logics are incoherent not only on their own narrow instrumental terms, but also more importantly in terms of progressive ideals of human and educational flourishing. The article proceeds to draw on discussions within the fields of international relations and critical security studies in order to think through what it might mean to reframe educational policy within the terms of human security rather than human capital and national security. It further explores both the possibilities and distinct limitations of extant human security discourses and policies in relation to global neoliberal governance and biopolitics. The article concludes by advocating for a critical human security framework in educational policy along three conceptual lines: (1) A Human beyond Human Capital; (2) Symbiotic Parallelism; and (3) Altersecurity. Ultimately, it suggests that human security for educational flourishing might offer insight into transcending the idea of security altogether.  相似文献   

5.
The period under review, 1994-1995, is best regarded as one of consolidation with some fine-tuning following the adoption of a range of educational initiatives in the preceding three years. As reported in the earlier two reviews in 1992 and 1993 (in the Singapore Journal of Education), some of these initiatives stemmed from the recommendations of the report entitled Improving Primary School Education (1991). Refinements made to other aspects of the education system were also announced in the period under review. All these refinements principally ensure that the central aim of the education system continues to be achieved.  相似文献   

6.
ABSTRACT

According to the 2013 report by the National Council on Teacher Quality (NCTQ), most teacher education programs are failing in the United States. These programs, NCTQ insists, are not preparing new teachers with sufficiently ‘scientific’ methods and are, in the process, failing to properly train prospective teachers how to ‘lead the classroom’ (p. 2). In the deficit discourses employed by NCTQ, teacher education programs have become a cesspool of ‘mediocrity’ (p. 1) where the overall findings ‘paint a grim picture of teacher preparation in the United States’ (p. 17). We actually agree that things are grim, but for very different reasons and in very different spaces. Using NCTQ’s ‘Teacher Prep Review: A Review of the Nation’s Teacher Preparation Program’ as an entryway, the authors argue that the report typifies not only an alarmist approach usually found in conservative attempts at social policy and reform, but also further reifies quasi-empirically based research as the best (indeed the only) method by which to measure effective teacher education programs. The authors deconstruct the taken-for-granted assumptions within the NCTQ text, challenging quantification as a research/policy paradigm while arguing for the value of newly imagining educational possibility through risk and creation.  相似文献   

7.
This paper examines policy formation on education in the European Economic Community during the early 1970s surrounding the 1973 report For a Community Policy on Education, known as the Janne Report. It examines Community policy-making processes that gave rise to the Janne Report. The text of the Janne Report is analysed with regard to permanent education, paid educational leave, and de-schooling as the fundamental principles for the harmonisation of educational policies. Reception of the Janne Report is examined in the context of expansion of the Community from the six original to nine Member States. The Community’s failure to engage in agreements on paid educational leave as envisaged in the Janne Report is discussed in relation to public debates in some Member States at the time.  相似文献   

8.

Racial desegregation in higher education is taking on a new direction as the twenty‐first century approaches. The Brown v. Board of Education decision brought down legal racial barriers to segregated education, and this landmark US Supreme Court ruling was implicitly intended to apply to higher education as well. The positive changes for African Americans in removing racial barriers contributed significantly to the civil rights movement and opening avenues of opportunity. Yet, there has always been a fundamental tension between the removal of the vestiges of racial segregation to create equal educational opportunity, and the activist stance of addressing historical and current discriminatory educational policies. This is evident in the recent higher education desegregation and affirmative cases as the Federal Courts advocate the colour‐blind interpretation of higher education desegregation law and educational policy, while African Americans argue in favour of the enhancement of the public Historically Black Colleges and Universities and the explicit use of race as a form of diversity. This article examines the salient positions and racial identity politics surrounding this tension. I also argue that broader issues of racial control and power need to be addressed by educational institutions, the courts and the larger society in the debate about race, social justice and the removal of the vestiges of segregation.  相似文献   

9.
ABSTRACT

The use of data to govern education is increasingly supported by the use of knowledge-based technologies, including algorithms, artificial intelligence (AI), and tracking technologies [Fenwick, T., E. Mangez, and J. Ozga. 2014. Governing Knowledge: Comparison, Knowledge-Based Technologies and Expertise in the Regulation of Education. New York, NY: Routledge]. New forms of datafication and automation enable governments and other powerful stakeholders to draw from the past to construct images of educational futures in order to steer the present. This paper examines the competing conceptions of time and temporality that AI posits for policy and practice when used to anticipate educational futures. We argue that most educational futures are already delineated, and machinic expressions of time are the chronologies, habits, and memories that the educated subject inhabits rather than produces. If resetting educational habits and memories can be an alternative to algorithmic anticipations of education then we believe, paradoxically, that machines may help to reset them by accelerating them.  相似文献   

10.
The current director of the Institute of Higher Education of Peking University is a forty-three-year-old professor, Min Weifang. After receiving a double masters degree in studies in higher education and organizational management, Professor Min was sent abroad by the state and received a doctoral degree from Stanford University in educational management and policy making. He then further undertook postdoctoral studies in the areas of educational economics and educational finance. After returning to China, he has been invited to undertake research work in the headquarters of the World Bank in the areas of educational investment and educational effectiveness. He is a national-level young expert who has made outstanding contributions in his fields of endeavor. At the moment, in addition to serving as an assistant to the president of Peking University, as the director of the Institute of Higher Education at Peking University, and as a faculty adviser to doctoral students, he also serves on the editorial board of the international journal Higher Education and holds the positions of Higher Education Investment Consultant for the World Bank and Group Leader of the Chinese Experts Group for the World Bank's loan program to educational development projects in the impoverished provinces and regions in China.  相似文献   

11.
ABSTRACT

How teacher educators respond as policy actors from inside spaces where multiple policies and discourses collide provides insights into the ways in which policy plays out in educational contexts. By engaging and working within the uncertain space of our own contextual ‘policy storm’ we provide a narrative of enactment highlighting the roles and actions of policy actors simultaneously constrained and inspired by policy. We use the policy actor framework [Ball, S.J., Maguire, M., Braun, A., & Hoskins, K. (2011a). Policy actors: Doing policy work in schools, Discourse: Studies in the Cultural Politics of Education, 32(4), 625-639] to unpack policy meaning-making within university and faculty climates, teacher education, and curriculum reform in Health and Physical Education (HPE) in Australia. This paper has three tasks. Firstly, we set-up the conditions of uncertainty and possibility as a ‘policy storm’ and place where four disparate policies converged. Secondly, we provide an empirical and theoretical account of policy interpretation and enactment from the actors perspective. Finally, we test the policy actor framework to determine if it adequately describes our insider policy work. In moving beyond reductionist policy narratives we provide policy possibilities that illustrate enactment, are innovative, and explore the productive potential inside policy reform.  相似文献   

12.
Abstract

The chapters in Part IV of Handbook of Distance Education (2007), “Policies, Administration, and Management,” focus on the ways in which policies encourage or hamper the integration of distance education into mainstream educational institutions. The authors provide insights and perspectives into the key policies, roles, structures, processes, and standards that characterize the rapidly changing educational environment. The information in this chapter will be useful to distance education practitioners and leaders in responding to current challenges and in proactively influencing future change.  相似文献   

13.
A Special Issue of the Journal of Philosophy of Education in November 2012 explored key aspects of the relationship between philosophy of education and educational policy in the UK. The contributions were generally critical of policy developments in recent decades, highlighting important shortcomings and arguing for more philosophically coherent approaches to educational policy‐making. This article begins by focusing on what the contributions to the Special Issue—particularly two of them—have to say about the relationship between philosophy of education and educational policymaking. It then goes on to argue that this relationship can best be understood through an exploration of education as a practice in its own right (as distinct from a subordinate practice). Such an exploration seeks to shed light on the proper métier of philosophy of education. In the course of the exploration the kind of thinking predominant in recent international patterns in educational policy is contrasted with a different kind of thinking which has yielded rich gains in Finland. Important distinctions are drawn between the inherent and extrinsic benefits of educational practice and between the internal and external politics of practice. These contribute to the articulation of philosophy of education as a distinctive discipline of thought and action which is necessary to the work of practitioners and policymakers alike.  相似文献   

14.
Abstract

Background: Early childhood education and care has been an area of significant policy attention, public investment and private market activity in Australia over the past three decades. Australian educationists and policy-makers have looked to international examples for evidence, policy design and institutional models. However, this area is under-researched in Australia, with regard to how these knowledge flows are theorised, and how policy is implemented on the ground.

Purpose: The paper’s purpose was to contribute new Australian-focussed conceptual and empirical insights on the trajectories, development and implementation of evidence-based policy in the field of early childhood education and care.

Sources of evidence: The paper is based on three main sources of evidence: ? the critical literature on policy transfer and policy mobility

? policy statements, reports and planning documents produced by national- and state-level governments

? data from fieldwork analysis of new capital works and programmes in the early childhood field.

Main argument: International research and evidence on the benefits of investment in early learning has had a significant impact on the framing of Australian policy. So too has a move in several countries to align early childhood institutions with schools. However, a dominant paradigm of policy transfer, reliant on pluralist and rationalist frameworks of policy-making, fails to account for the dynamics of policy development and implementation across and within jurisdictions and geographical space. Conceptualising a new alignment in Australia between children’s centres and schools as ‘educare’, this article employs the theoretical lens of policy mobility to account for the circulation and transformation of educare policy in Australian settings. Through an empirical analysis of a new educare centre in the growth corridor of western Melbourne, the article demonstrates the extent to which neoliberal policy settings outside the educational sphere, around public finance, partnership, place and infrastructure provision, influence the implementation of ‘educare’ policy.

Conclusions: The educare discourse in Australia addresses a complex and multiscalar set of policy problems that associate child development with concerns around human capital formation, economic efficiency and productivity, place making and community building, and the role of the public sector in neoliberal democracies. International circuits of knowledge, policy design and institutional models in the educare field have been significant in shaping recent Australian policy, despite well-publicised views expressed in Australia on the disconnection between academic research and policy. The strength of policy mobility as a theoretical lens to assist our understanding of these influences lies in its critique of formalism in policy-making and in its attention to fluidity and transformation. The mobility lens encourages new empirical research that focuses on spatial and institutional dynamics, assisting our reading of on-the-ground developments in Australia’s fastest growing city.  相似文献   

15.
Irish public policy strongly promotes greater flexibility in higher education. This review paper examines Irish policy conceptualisations of flexible learning. The review finds that the promotion of flexible learning is positioned within strongly economistic discourses of lifelong learning, and primarily in human capital terms of meeting the skills needs of the workforce. Irish policy largely presents flexible learning approaches unproblematically as positive and beneficial. This paper demonstrates that flexible learning is not an unproblematic concept and reveals some problems and tensions relating to Irish flexible learning policy.  相似文献   

16.
The purpose of this paper is to explore some challenges and promises when the epistemological diversity embedded in qualitative research traditions is introduced to research communities with one dominant research paradigm, such as engineering education. Literature is used from other fields and empirical data are used from engineering education, including the practices of the European Journal of Engineering Education and the Journal of Engineering Education, with the expectation that the ideas that are presented are relevant to a broad range of education disciplines. A number of challenges are identified as the epistemological diversity of qualitative research is introduced to the primarily positivist field of engineering education. Ultimately, embracing epistemological diversity holds the promise of researchers being able to ask: ‘What questions and answers become possible from these newly created positions and what can be learned from these alternative approaches?’.  相似文献   

17.
Editor's preface     
While ‘paradigm wars’ have raged internationally during the past decade in particular, the research community, qua community in the Irish context has been largely silent on these important issues. This paper provides a synthesis of key aspects of these international discourses against a brief historical backdrop of the field of educational research. Thereafter, this theoretical lens is used to interrogate the more than 200 papers published in Irish Educational Studies (IES) over a period of 10 years: 1996–2006. This analysis seeks to establish the relative health and quality of educational research in the Irish context, and in the third section of the paper, this analysis is the basis for discussion of lessons that may be learned from insights and understandings gained. The paper concludes that a more systematic and comprehensive review of educational research funding in the Irish context would be particularly apposite and timely, while also advocating the necessity for a comprehensive educational research policy and the creation of a national educational research council. In the absence of such endeavours, research is likely to remain fragmented, small scale and easily dismissed by policy-makers, thus enabling advocacy rather than evidence and research generated elsewhere to overly-influence educational reform, while failing to enhance and extend a comprehensive ‘native’ research literature, a vibrant research culture, while funding and systematically supporting and developing the next generation of educational researchers. In the absence of policy and funding, quality and capacity will continue to falter in a more complex, sophisticated interdependent world.  相似文献   

18.
Abstract

Background: This paper approaches evidence-informed practice from the perspective of evidence-informed policy-making. Using the findings of a recent study of evidence-use by educational policy-makers to raise questions about evidence-use by educational practitioners, it seeks to explore what such a study might tell us about how to understand and improve evidence-use by educational practitioners.

Purpose: The paper aims, therefore, to identify potential connections, shared insights and common issues between evidence-use in policy and evidence-use in practice. It does this by focusing on two specific areas: the nature of the evidence (i.e. what evidence is used) and the nature of the use (i.e. how evidence is used). The paper outlines what was found about each of these aspects of evidence-use in policy, and then considers what questions and issues these findings might raise for evidence-use in educational practice.

Sample: The empirical study on which this paper is based was an in-depth study of the use of evidence within educational policy development in Australia. It focused on the development of three specific education policies within one Australian state education department and involved interviews with 25 policy-makers who were actively involved in the development of these policies.

Design and methods: The policy-based study involved the following data collection processes: (i) in-depth semi-structured interviews with 25 policy-makers who were involved in the development of the selected policies; (ii) documentary analysis of policy documents, background research reports and other relevant papers relating to the selected policies; (iii) unstructured observation (where possible) of meetings and events connected with the development of the selected policies; and (iv) feedback from 40 wider policy staff who took part in a verification workshop to discuss the project’s emerging findings.

Findings: Drawing on the findings from the original policy study, two areas of potential connection to evidence-use in practice are explored. First, in relation to ‘varieties of evidence and uses’, the negotiation of diverse evidence types and the potential for using evidence in multiple and varied ways appear to be features of evidence-use that are common to educational policy-makers as well as educational practitioners. Secondly, in relation to ‘narrowness of evidence sources’, there is potential for both policy-makers and practitioners to use a narrow (rather than broad) selection of evidence, due to a tendency to work with certain evidence types as a starting point (e.g. performance data) and a tendency to draw on certain evidence sources more frequently (e.g. well-known, familiar research sources).

Conclusions: This paper emphasises: (i) the need for more integrated (or joined-up) understandings of evidence-use across contexts of practice and contexts of policy; (ii) the importance of continued efforts to understand and represent evidence-use more effectively within educational practices; and (iii) the value of paying careful attention to the quality and qualities of evidence-use within and across the different settings of educational practice and policy.  相似文献   

19.
ABSTRACT

The article describes the increasing discrepancy between the curriculum policies of the Conservative government and the policy directions argued for by business organisations and other advocates of a human capital perspective in education. It traces some of the origins of the current Conservative preference for cultural rather than economic goals in this area of policy, and suggests a new understanding of the relationship between neoconservative and neoliberal thinking on the educational right. It argues that a return to ideas and practices developed in the late twentieth century offers a basis for curriculum policy more productive than either human capital theory or Conservative traditionalism.  相似文献   

20.
This paper takes Mary Warnock’s paper in the first issue of the Oxford Review of Education as its starting point, and explores how both philosophical thinking about equality in education and the landscape of educational provision have changed. It articulates a view of justice in education that emphasises benefiting the least advantaged; and shows that detailed philosophical thinking about values can be valuable for making policy decisions, while also showing that deploying careful value considerations is not a straightforward exercise.  相似文献   

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