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1.
Megan Mansworth 《English in Education》2016,50(2):116-129
This article takes as its focus Lefebvre's trialectic of conceived, perceived and lived spaces as a lens through which to scrutinise the 2013 English Literature Curriculum, and to explore the extent to which creative spaces might exist within that curriculum. The article analyses how the curriculum is envisaged by policymakers and how it might be expected to be translated into practice, utilising the wording of the policy document to facilitate an exploration of what its underlying intentions might be. The author's experience of teaching a poem from the new curriculum is used in order to provide illustrative examples of the ways in which teachers’ and learners’ experiences of the curriculum might, in practice, diverge from the direction envisaged by policymakers as teachers negotiate creative spaces within their classrooms. 相似文献
2.
Roger King 《Higher Education》2010,60(6):583-594
This article analyzes policy convergence and the adoption of globalizing models by higher education states, a process we describe,
following Thatcher (2007), as policy internationalization. This refers to processes found in many policy domains and which increasingly are exemplified
in tertiary education systems too. The focus is on governmental policymakers, their transnational networks, and the dilemmas
they face in responding to the increasing global diffusion of governance models, such as the new public management. The notion
of structuration is introduced to convey the inextricability of autonomy and structural constraint for decisionmakers in globally-situated
higher education states. Primary aims are to understand the forces that drive policy internationalization, not least those
associated with network power, as well as those factors that generate the basis for continuing forms of localism. It is suggested
national policy ‘divergences’ may aid the worldwide diffusion of governance models rather than necessarily act as impediments. 相似文献
3.
International large-scale assessments are now part of the educational landscape in many countries and often feed into major policy decisions. Yet, such assessments also provide data sets for secondary analysis that can address key issues of concern to educators and policymakers alike. Traditionally, such secondary analyses have been based on a variable-centred approach that gives rise to league tables. In the study reported here, a person-centred analysis is used as an alternative to the traditional approach. Data from the International Civic and Citizenship Education Study (ICCS) were analysed to investigate Asian students' attitudes to their future civic participation. Cluster analysis with validity measures showed that 4 distinct groups of students were identified within the societies studied thus highlighting the diversity within the samples. These results cannot be achieved with a conventional variable approach to analysis, and they suggest the usefulness of exploring alternative approaches to secondary data analysis. 相似文献
4.
Antje Barabasch 《International Journal of Lifelong Education》2013,32(4):468-481
ABSTRACTRecent developments in Europe show that policymakers acknowledge the role of qualitative research in evidence building. A number of qualitative research studies, including narrative inquiry, have been contracted out to gather information into selected policy issues. The management of career transitions and lifelong learning has become a focus of research and policy interest in many countries. Based on the findings of two Cedefop studies, which included the collection of narrative interviews among mid-career adults in several European countries, this article argues in favour of narrative inquiry as a tool to inform policymakers and influences policies, for example in the field of career guidance and counselling and lifelong learning. A selection of narratives is provided as an example to show how unique situated knowledge within the context of mid-career adults’ life is influenced by existing policies or implies that policies need to be changed. By providing snapshots of the findings from these two studies and exemplify their informative value for policy, the article advocates for the usefulness of narrative inquiry. The presentation of qualitative data humanises the commonly found statistical representations of individuals’ life circumstances and enables imagination and meaning making. 相似文献
5.
谢姗 《湖南广播电视大学学报》2005,(2):32-33,69
在当今竞争激烈的环境中，信息已成为现代公共政策系统中重要的因素，充分认识信息的作用并科学运用信息系统已成为管理者、决策者所面临的新课题。本文旨在探讨信息因素对公共政策的影响，分析公共政策运行中信息及信息系统的缺陷，同时提出完善信息系统的对策。 相似文献
6.
LEONARD L. BAIRD 《Journal of Educational Measurement》1971,8(2):83-86
Current college environmental measures are examined with reference to several criteria: whether they are designed to obtain general knowledge or to aid decision making, whether they provide information that distinguishes among institutions or within institutions, and whether they focus on an institution's characteristics or on the people in the institution. Current measures do not seem to be expressly designed to provide information for decision making or information about problems within institutions. 相似文献
7.
《Studying Teacher Education》2013,9(3):278-295
ABSTRACTThe practice of teacher education is inextricably linked to the policy environment in which it occurs. Calls by policymakers and politicians for accountability measures, standardization and performance assessments are efforts to influence the direction of the preparation of educators. In this self-study, I examine my participation in a state-level teacher education policy decision-making body in the United States in order to illuminate how policy decisions are made about teacher education. More specifically, I discuss the kinds of warrants about teacher education practice that I deployed as I navigated the political and practical consequences of policy decisions. This study serves not only to illuminate the nature of policy discussions in teacher education, but also to encourage teacher educators to engage directly the policy-making arenas that implicitly and explicitly influence their work. 相似文献
8.
In the face of shrinking government budgets and a growing need to train a high-skilled labor force, policymakers have become increasingly interested in cost-effective measures that induce more students to apply to and enroll in college. In this paper, we use a regression discontinuity design to identify the causal effect of students receiving information about their own college-readiness after taking the ACT on their subsequent college enrollment decisions. Using data from Colorado, where all high school students are required to take the ACT, we find that students who receive information that they are college-ready are no more likely to attend college than those that do not receive this information. We discuss possible reasons for these findings. 相似文献
9.
Netta Sagie 《Compare》2019,49(1):47-63
This study examines and characterises the governmental discourse regarding entrepreneurship policy in the Israeli education system as a case study to expand existing knowledge regarding national entrepreneurship policy in education. The study is based on in-depth interviews with key governmental policymakers (holding the top of the pyramid position in the Ministry of Education) involved in the creation and formulation of the education policy in Israel for over a decade. We provide a unique glimpse into the mindset where decisions that shape the entire Israeli education system are made, and present new insights regarding the components of entrepreneurship policy in education in Israel, as well as the characteristics of such policy, its expressions and the construction of entrepreneurship as a field of policy in the education sector. 相似文献
10.
Transitions from university study to graduate work in new industries such as information technology (IT) are not well understood.
As the IT industry is a significant recruiter of graduates and an important component of the UK economy, the transition into
the IT profession needs to be understood better. In addition, understanding the transition into IT work may contribute to
a broader understanding of transitions in the new industries more generally. We focus on three cases selected from a broader
longitudinal project and take as our starting point graduates’ perspectives on their transitions. We use Bourdieu’s conceptions
of field, habitus and capital to move beyond existing policy discourses which tend to concentrate exclusively on the qualities
of graduates. Specifically, we argue that, to understand transitions we need to focus on the work and the organisational context
(field), the habitus of the individual making the transition, and the resources (capital) that individuals may deploy. That
is, individual transitions are better understood by considering field, habitus and capital and the interactions between them. 相似文献
11.
12.
Using data from the 2018 Labor Force Survey, this paper analyzes wage differentials by field of study among Vietnamese university graduates. In contrast to previous findings, we find that many fields, even more technically and quantitatively oriented disciplines, such as engineering, science/math/computer science and business/finance, afford lower earnings than do the arts/humanities disciplines. The differences are statistically significant and, in many cases, large, even after controlling for other individual and regional characteristics. Also, the differences are greater among female than among male graduates. Our results shed light on the value of various types of human capital represented by the various disciplines. Such findings offer useful policy implications for policymakers and educational managers. 相似文献
13.
Policies that require the use of information about student achievement to evaluate teacher performance are becoming increasingly common across the United States, but there is some question as to how or whether to use student test-based teacher evaluations when student assessments change. We bring empirical evidence to bear on this issue. Specifically, we examine how estimates of teacher value-added are influenced by assessment changes across 12 test transitions in two subjects and five states. In all of the math transitions we study, value-added measures from test change years and stable regime years are broadly similar in terms of their statistical properties and informational content. This is also true for some of the reading transitions; we do find, however, some cases in which an assessment change in reading meaningfully alters value-added measures. Our study directly informs contemporary policy debates about how to evaluate teachers when new assessments are introduced and provides a general analytic framework for examining employee evaluation policies in the face of changing evaluation metrics. 相似文献
14.
From research to policy and back 总被引：1，自引：0，他引：1
Huston AC 《Child development》2008,79(1):1-12
Although science policy and social policy have distinct cultures, there are overlapping influences on both. Science policy decisions across the spectrum of basic and applied research are influenced by perceived social utility and the potential for solving current social problems. With the advent of evidence-based policy requirements, social policymakers increasingly use scientific information, although it constitutes only 1 factor in a mix of ideology, interests, and institutional constraints. The spread of early childhood intervention programs in the United States and elsewhere is one example in which strong, cumulative evidence has contributed to a policy consensus. Developmental scientists can contribute to better science policy and better social policy by strengthening the scientific quality of their evidence and communicating research-based knowledge more effectively. 相似文献
15.
Michael J. Dunkin 《Asia-Pacific Journal of Teacher Education》1996,24(2):127-137
Syntheses of research are influential in regard to subsequent research, policy and practice. They provide the empirical bases for applications for research grants, for higher‐degree dissertations and theses, and for individual and institutional research. They are used by policy makers in designing strategies for development, and they are used to guide practitioners in the enhancement of professional activity. They provide the contents of highly regarded publications in handbooks, encyclopaedias, and textbooks, and become the best‐known statements of the state of knowledge on the topics to which they are addressed. The processes by which syntheses of research are disseminated are equally important, because they determine which syntheses are available publicly for the above purposes. If the authors of the original sources are wrong in announcing their findings, if the synthesisers of that research do not identify the errors, if the referees of the syntheses submitted for publication are lax, if the editors of the reports of those referees are not on guard, then a potentially damaging synthesis can be released. As a result, whole programmes of misguided research, policy and practice can eventuate. The likelihood that a poor synthesis would survive the rigorous refereeing process employed by prestigious scholarly journals must be very small. Nevertheless, the consequences of such a mistake warrant contemplation. It could happen! Indeed, it appears to have happened! In what follows I will give further demonstration that it has happened. In the first part of this case study (Dunkin, 1995), I reported an evaluation of that part of Kagan's (1992) synthesis of research on teachers’ professional growth that concerned preservice teachers. In this paper, I will focus on the synthesis of research on first‐year and beginning teachers. 相似文献
16.
《Cambridge Journal of Education》2012,42(3):391-408
School leaders play a central role in affecting the educational development of the young people for whom they have responsibility. This is especially the case where school leaders are operating in challenging low-income environments. This paper argues that a focus on Sen’s notions of individual agency and freedom are a necessary but not a sufficient factor in the conversion of capabilities into functionings for these school leaders. This is done through using the Capabilities Approach as a lens through which to carry out a retrospective analysis and evaluation of the activities of a group of primary school headteachers in Ghana involved in a UK Government-funded project focused on education quality. The paper argues that headteachers with the capability of initiating change in the education process in their schools are unlikely to act in this way unless they feel that they have permission to do so. It is also important that headteachers feel that they are working within a context and an environment where acting in ways which aim to improve pupil learning is seen as central to their role. This kind of supportive context for school leaders (and for other educational practitioners) cannot be divorced from a policy environment which sanctions such activities, and, hence, it is argued that such a context is crucial to policy developments which seek to establish and sustain the core capabilities which are at the heart of Nussbaum’s essentialist approach. The paper also brings to the foreground the tensions that exist between the notion of individuals being free to make choices about what they have reason to value, on the one hand, and the implications that these choices have for the freedoms of other individuals with whom they are connected to make such choices. Finally, it is argued in the paper that the action research approach used in the Leadership & Management Project in Ghana, allied to a positive policy context, provides both the sensitivity to context and a practice-oriented focus which can enable school leaders to bring about the conversion of their individual capabilities into functionings. 相似文献
17.
In this article, the focus is on educational governing in the making. Drawing on conceptual underpinnings of socio-technical approaches, this implies an interest both on the way in which a sound knowledge base for policy measures is created, as on the distribution of that knowledge through publically available instruments. Governing by evidence only is possible when it relies on concrete instruments, such as feedback reports, publically consultable audits and examples of good practice. Since knowledge-related practices increasingly make use of online tools where knowledge is accessible for each and all, three websites are analysed in a particular way to describe the making of evidence. First, considered as active devices, the websites are analysed as essential components of the governing by evidence: by publishing specific data and information in a particular way, they come to constitute what comes to count as evidence and the way in which it comes to count. By addressing their visitors in a particular way, moreover, they constitute for whom it comes to count as evidence. As such, we argue, it becomes visible that digital spaces of evidence actually make schools real, and, at once, that there are different modes for schools to exist. 相似文献
18.
Current debates regarding justice in university admissions most often approach the question of access to university from a technical, policy‐focussed perspective. Despite the attention that access to university receives in the press and policy literature, ethical discussion tends to focus on technical matters such as who should pay for university or which schemes of selection are allowable, not the question of who should go to university in the first place. We address the question of university admissions—the question of who should go to university—from an ethical perspective. We find that most discussions draw on a generic conception of what the university is good for that is too thin to provide deliberative guidance and hold that a full account of the ethics of admissions needs to take into account the distinctive good that the university provides—knowledge and understanding. This view, we hold, does not imply that measures should not be taken to widen access to university; however, the basis for such measures should be grounded in that distinctive good in the first instance. 相似文献
19.
《学校用计算机》2013,30(4):155-170
Abstract The major challenges facing education systems in the information age include issues of how to prepare for and capitalize on the technological revolution and how to integrate computer technology into the curriculum. Jamaica, like most developing countries, is taking on these challenges with perhaps as much focus and increased importance as any developed country such as the United States. This paper explores the approach taken, particularly with teacher educators in Jamaican colleges, to begin the process by an assessment of the computer-related professional development needs of the college faculty. The paper makes recommendations for developing a technology training program based on the needs assessment. Underlying these issues is the necessity for a national policy to coordinate the country's efforts to integrate information technology into teacher education. Additional recommendations intended to provide guidance for the formulation of such an integrated policy development and implementation framework are offered. 相似文献
20.
A large body of literature exists that examines teacher quality characteristics and the relationship of indicators of those characteristics to teacher effectiveness. This existing research literature broadly views teacher quality research without illuminating specific areas of teacher quality, such as mathematics and science. In an effort to focus the literature base for researchers and policymakers more narrowly, this review specifically examines teacher quality as it relates to mathematics and science teaching and learning. The review highlights key policy and practitioner perspectives, provides a focused synthesis on current research findings on mathematics and science teacher quality, and suggests areas of research that are limited in the literature. 相似文献