Suggestions on Education policy (original) (raw)
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Education policy: process, themes and impact
2006
Education policy is high on the agenda of governments across the world. global pressures focus increasingl attention on the outcomes of education policy and on their implications for economic prosperity and social citizenship. The experience of each individual learner is therefore decisively shaped by the wider policy environment. However, there is often an underdeveloped understanding of how education policy is formed, what drives it and how it impacts on schools and colleges. This book explicitly makes these connections and links these to the wider challenges of educational leadership in a contemporary context. Education Policy: Process, Themes and Impacts is divided into three sections and explores and links three key aspects of policy: 'Policy and Education' focuses on the development of policy at the level of both the nation-state and the individual institution. 'Themes in Educational Policy' explores the forces that shape policy with a particular emphasis on the themes of human capital theory, citizenship and social justice and accountability. 'The Impact of Educational Policy' illustrates how policy develops in practice through three research-based case studies, which highlight the application of policy in a range of situations from the development of school-based policies in multi-ethnic communities to the formulation and implementation of strategic policy and planning in international contexts. This book is dedicated to Sue and Kate in appreciation of their tolerance and support and to Steven, Georgina and Tom with best wishes for their future Contents List of illustrations xi Series editors' foreword xii Acknowledgements xiv Introduction: education policy, themes and impact 1 PART I Policy and education 5 1 What is education policy? 7 2 Investigating the sites of policy development PART II Themes in educational policy 3 Educational policy and human capital 4 Education policy, citizenship and social justice 5 Accountability, autonomy and choice PART III The impact of educational policy 6 Policy, strategy and leadership (with Daniel Chan) x Contents 7 Reconciling equity and economy: a case-study of Educational Action Zones in England 8 Citizenship and social justice: developing education policy in multi-ethnic schools 9 Conclusion Bibliography Index We would like to acknowledge the help given to us in writing this book by all our colleagues at the Centre for Educational Leadership and Management, School of Education, University of Leicester. We are very grateful to Bernard Barker and Ann Briggs for their perceptive comments on earlier drafts. Thanks are also due to our students for their helpful suggestions. We are especially grateful to
Perhaps that is why so many people claim to have little or no understanding of policy. In fact, many would say that they don't "do policy." Others maintain that it has only minor relevance to their workor, for that matter, their lives.
Review: International Handbook of Educational Policy
Canadian Journal of Education, 2019
Research on educational policy has been through several phases and stages of development where the role of policy itself and of different stakeholders involved in its enactment, implementation and improvement has been perceived differently. In order to understand these trends and their contribution to the current growth of research on contemporary policy, a handbook was needed that would provide comprehensive accounts of how educational policy was understood, is being employed and should be perceived to advance the field. This timely handbook, comprising two main parts that are divided into five theme-based sections and are each edited by one of the book editors individually, fulfills this gap quite successfully. The introductory chapter, authored jointly by the book editors, provides a historical overview of the stages policy development and policy research has been through as well as discusses the eminent trends it has observed as a field. The discussion starts with the earlier conceptions of 'policy' and its role in achieving the intended objectives followed by a shift in research focus from planning to implementation where the significance of policy implementers became the center of attention, specifically their capacity to work with educational policy that could influence the outcomes. Towards the end of the 19 th century, a major shift in the perceived role of educational policy took place when it was seen as a tool for aligning the eminent components of an education system-an attempt which the editors refer as a governmental effort to introduce 'systematic reforms' or 'standardization', and is discussed in the first three sections of the book. The introduction also summarizes the major themes discussed in the five sections of the book.
Research on the Field of Education Policy: Exploring Different Levels of Approach and Abstraction
This paper, of theoretical nature, explores the levels of approach and abstraction of research in the field of education policy: description, analysis and understanding. Such categories were developed based on concepts of Bourdieu's theory and on the grounds of epistemological studies focused on education policy and meta-research. This paper highlights the importance of different kinds of studies on education policy and claims the need to expand the number of papers at understanding level, which can contribute more effectively to the strengthening of education policy as an academic field.
Education and Policy: Changing Paradigms and Issues
International Review of Education, 2002
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.
Research on the Field of Education Policy: Exploring Different Levels of Approach and Abstraction 1
This paper, of theoretical nature, explores the levels of approach and abstraction of research in the field of education policy: description, analysis and understanding. Such categories were developed based on concepts of Bourdieu's theory and on the grounds of epistemological studies focused on education policy and meta-research. This paper highlights the importance of different kinds of studies on education policy and claims the need to expand the number of papers at understanding level, which can contribute more effectively to the strengthening of education policy as an academic field.
Handbook of Education Policy Studies
2020
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