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| education public policy issues: Key Issues in Education Policy Stephen Ward, Christine Eden, 2009-07-08 This work looks at state involvement in education and education policy. It explains the role of education policy in the context of the general direction of government policy, politics and the economy. |
| education public policy issues: Global Education Policy and International Development Antoni Verger, Hulya K. Altinyelken, Mario Novelli, 2013-03-28 Exploring the interplay between globalization, education and international development, this book surveys the impact of global education policies on local policy in developing countries. With chapters written by leading international scholars, drawing on a full range of theoretical perspectives and offering a diverse selection of case studies from Africa, Asia and South America, this book considers such topics as: How are global education agendas and policies formed and implemented? What is the impact of such policy priorities as public-private partnerships, child-centred pedagogies and school-based management? What are the effects of political and economic globalization on educational reform and change? How do mediating institutions affect the translation of global policies to particular educational contexts? What are the limitations of globalised policy solutions and what problems do they encounter at local levels? From students of education, development and globalization to practitioners working in developing contexts, this book is an important resource for those seeking to understand how global forces and local realities meet to shape education policy in the developing world. |
| education public policy issues: Legal Issues in Education Kevin Grant Welner, Robert J. Kim, Stuart Biegel, 2017 Softbound - New, softbound print book. |
| education public policy issues: Researching Education Policy, Public Policy, and Policymakers Dan Gibton, 2015-10-05 Researching Education Policy, Public Policy, and Policymakers is a theoretical and hands-on practical guide to conducting qualitative research on education policy and public policy, with an emphasis on studies that involve senior participants and high-status government and non-government organisations. Building on over a decade of extensive experience in qualitative research on education policy among the most senior policymakers, this book explores and illustrates successful approaches to working with senior policymakers through examples from both the UK and Israel. Whilst policy studies are traditionally either theoretical or quantitative, this book explains the theory, methodology, and ethics of harnessing qualitative methods to the study of senior policymakers and their settings. Key topics include: Designing and planning the qualitative policy study Document analysis as a policy research tool Interviewing policymakers and observing policy Mapping qualitative policy analysis methods Writing policy reports Ethics and trust This practical guide, built upon a sound theoretical framework, will prove both inspirational and helpful to academic and professional researchers across all disciplines involving public policy. |
| education public policy issues: Language Policies in Education James W. Tollefson, 2013 This new edition of takes a fresh look at enduring questions at the heart of fundamental debates about the role of schools in society, the links between education and employment, and conflicts between linguistic minorities and mainstream populations. |
| education public policy issues: Teacher Supply, Demand, and Quality National Research Council, Division of Behavioral and Social Sciences and Education, Commission on Behavioral and Social Sciences and Education, Committee on National Statistics, 1992-02-01 This book examines policy issues, projection models, and data bases pertaining to the supply of, demand for, and quality of teachers in the United States from kindergarten to twelfth grade. It identifies additional data needed to clarify policy issues or for use in projection models, with a long-range view of contributing to the development of a teaching force of higher quality in the United States. The book has major implications for the teacher work force and for statisticians and researchers involved in investigating, modeling, and projecting teacher supply, demand, and quality. |
| education public policy issues: A Federal Right to Education Kimberly Jenkins Robinson, 2023-06-13 How the United States can provide equal educational opportunity to every child The United States Supreme Court closed the courthouse door to federal litigation to narrow educational funding and opportunity gaps in schools when it ruled in San Antonio Independent School District v. Rodriguez in 1973 that the Constitution does not guarantee a right to education. Rodriguez pushed reformers back to the state courts where they have had some success in securing reforms to school funding systems through education and equal protection clauses in state constitutions, but far less success in changing the basic structure of school funding in ways that would ensure access to equitable and adequate funding for schools. Given the limitations of state school funding litigation, education reformers continue to seek new avenues to remedy inequitable disparities in educational opportunity and achievement, including recently returning to federal court. This book is the first comprehensive examination of three issues regarding a federal right to education: why federal intervention is needed to close educational opportunity and achievement gaps; the constitutional and statutory legal avenues that could be employed to guarantee a federal right to education; and, the scope of what a federal right to education should guarantee. A Federal Right to Education provides a timely and thoughtful analysis of how the United States could fulfill its unmet promise to provide equal educational opportunity and the American Dream to every child, regardless of race, class, language proficiency, or neighborhood. |
| education public policy issues: The Transformation of Title IX R. Shep Melnick, 2018-03-06 One civil rights-era law has reshaped American society—and contributed to the country's ongoing culture wars Few laws have had such far-reaching impact as Title IX of the Education Amendments of 1972. Intended to give girls and women greater access to sports programs and other courses of study in schools and colleges, the law has since been used by judges and agencies to expand a wide range of antidiscrimination policies—most recently the Obama administration’s 2016 mandates on sexual harassment and transgender rights. In this comprehensive review of how Title IX has been implemented, Boston College political science professor R. Shep Melnick analyzes how interpretations of equal educational opportunity have changed over the years. In terms accessible to non-lawyers, Melnick examines how Title IX has become a central part of legal and political campaigns to correct gender stereotypes, not only in academic settings but in society at large. Title IX thus has become a major factor in America's culture wars—and almost certainly will remain so for years to come. |
| education public policy issues: The Political Classroom Diana E. Hess, Paula McAvoy, 2014-11-13 WINNER 2016 Grawemeyer Award in Education Helping students develop their ability to deliberate political questions is an essential component of democratic education, but introducing political issues into the classroom is pedagogically challenging and raises ethical dilemmas for teachers. Diana E. Hess and Paula McAvoy argue that teachers will make better professional judgments about these issues if they aim toward creating political classrooms, which engage students in deliberations about questions that ask, How should we live together? Based on the findings from a large, mixed-method study about discussions of political issues within high school classrooms, The Political Classroom presents in-depth and engaging cases of teacher practice. Paying particular attention to how political polarization and social inequality affect classroom dynamics, Hess and McAvoy promote a coherent plan for providing students with a nonpartisan political education and for improving the quality of classroom deliberations. |
| education public policy issues: Education Policy for Social Change Yoko Mogi-Hein, 2018-12-31 Education Policy for Social Change: Critical Issues in American Education examines and discusses educational policy and issues that arise in all aspects of American education. The anthology features a collection of academic, comprehensive, and rigorous papers and articles that explore the myths of the failing and the reinventing of American public education as the background for a larger, interdisciplinary discussion of education and social change. The book calls attention to the broader case for good public education and a liberally educated community. Over the course of 16 chapters, readers are immersed in academic works that examine inclusivity in the classroom, citizenship education, issues of class and race, school reform, policy work as activism in teacher education, STEM, arts in education, and more. Each reading is supported by an introduction, conclusion, and discussion questions. Filled to the brim with engaging, scholarly insight, Education Policy for Social Change is ideal for courses in education policy and educational administration. It can also be immensely valuable for individuals who are interested in exploring the connection between teaching, learning, and positive change in the American education system. Yoko Mogi-Hein is a senior lecturer of teaching and learning at the University of Wisconsin-Oshkosh, where she teaches courses in educational policy, multicultural education, and the foundations of American education. She holds an Ed.D. with emphasis in the history of education and transcultural studies from Columbia University and a M.A. in education from New York University. Prior to teaching, Dr. Mogi-Hein managed professional staff, educational resources, and various field experience collaborations at private educational consulting firms as well as colleges and universities in New York, Wisconsin and Tokyo, Japan. |
| education public policy issues: U.S. Education Reform and National Security Joel I. Klein, Condoleezza Rice, 2014-05-14 The United States' failure to educate its students leaves them unprepared to compete and threatens the country's ability to thrive in a global economy and maintain its leadership role. This report notes that while the United States invests more in K-12 public education than many other developed countries, its students are ill prepared to compete with their global peers. According to the results of the 2009 Program for International Student Assessment (PISA), an international assessment that measures the performance of 15-year-olds in reading, mathematics, and science every three years, U.S. students rank fourteenth in reading, twenty-fifth in math, and seventeenth in science compared to students in other industrialized countries. The lack of preparedness poses threats on five national security fronts: economic growth and competitiveness, physical safety, intellectual property, U.S. global awareness, and U.S. unity and cohesion, says the report. Too many young people are not employable in an increasingly high-skilled and global economy, and too many are not qualified to join the military because they are physically unfit, have criminal records, or have an inadequate level of education. The report proposes three overarching policy recommendations: implement educational expectations and assessments in subjects vital to protecting national security; make structural changes to provide students with good choices; and, launch a national security readiness audit to hold schools and policymakers accountable for results and to raise public awareness. |
| education public policy issues: Public Policy and Higher Education Edward P. St. John, Nathan Daun-Barnett, Karen M. Moronski-Chapman, 2013 Amid changing economic and social contexts, radical changes have occurred in public higher education policies over the past three decades. Public Policy and Higher Educationprovides readers with new ways to analyze these complex state policies and offers the tools to examine how policies affect students’ access and success in college. Rather than arguing for a single approach, the authors examine how policymakers and higher education administrators can work to inform and influence change within systems of higher education using research-based evidence along with consideration of political and historical values and beliefs. Special Features: Case Studies—allow readers to examine strategies used by different types of colleges to improve access and retention. Reflective Exercises—encourage readers to discuss state and campus context for policy decisions and to think about the strategies used in a state or institution. Approachable Explanations—unpack complex public policies and financial strategies for readers who seek understanding of public policy in higher education. Research-Based Recommendations—explore how policymakers, higher education administrators and faculty can work together to improve quality, diversity, and financial stewardship. This textbook is an invaluable resource for graduate students, administrators, policymakers, and researchers who seek to learn more about the crucial contexts underlying policy decisions and college access. |
| education public policy issues: A Roadmap to Reducing Child Poverty National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and Social Sciences and Education, Committee on National Statistics, Board on Children, Youth, and Families, Committee on Building an Agenda to Reduce the Number of Children in Poverty by Half in 10 Years, 2019-09-16 The strengths and abilities children develop from infancy through adolescence are crucial for their physical, emotional, and cognitive growth, which in turn help them to achieve success in school and to become responsible, economically self-sufficient, and healthy adults. Capable, responsible, and healthy adults are clearly the foundation of a well-functioning and prosperous society, yet America's future is not as secure as it could be because millions of American children live in families with incomes below the poverty line. A wealth of evidence suggests that a lack of adequate economic resources for families with children compromises these children's ability to grow and achieve adult success, hurting them and the broader society. A Roadmap to Reducing Child Poverty reviews the research on linkages between child poverty and child well-being, and analyzes the poverty-reducing effects of major assistance programs directed at children and families. This report also provides policy and program recommendations for reducing the number of children living in poverty in the United States by half within 10 years. |
| education public policy issues: Implementing Inclusive Education Amanda Watkins, Cor J. W. Meijer, Chris Forlin, 2016-08-16 The volume will provide an examination of issues around how policy for inclusive education can be implemented in practice. Key policy issues for inclusive education are looked at along with recommendations to tackle these. Conclusions will focus on lessons learnt surrounding the implementation of policy and bridging the policy-practice gap. |
| education public policy issues: Engaging Schools Institute of Medicine, National Research Council, Division of Behavioral and Social Sciences and Education, Board on Children, Youth, and Families, Committee on Increasing High School Students' Engagement and Motivation to Learn, 2003-12-21 When it comes to motivating people to learn, disadvantaged urban adolescents are usually perceived as a hard sell. Yet, in a recent MetLife survey, 89 percent of the low-income students claimed I really want to learn applied to them. What is it about the school environmentâ€pedagogy, curriculum, climate, organizationâ€that encourages or discourages engagement in school activities? How do peers, family, and community affect adolescents' attitudes towards learning? Engaging Schools reviews current research on what shapes adolescents' school engagement and motivation to learnâ€including new findings on students' sense of belongingâ€and looks at ways these can be used to reform urban high schools. This book discusses what changes hold the greatest promise for increasing students' motivation to learn in these schools. It looks at various approaches to reform through different methods of instruction and assessment, adjustments in school size, vocational teaching, and other key areas. Examples of innovative schools, classrooms, and out-of-school programs that have proved successful in getting high school kids excited about learning are also included. |
| education public policy issues: The Politics of Public Education Gunter, Helen M., 2018-11-28 At a time when public education and reform agendas are changing the way we approach education, this book critically examines the key issues facing the public with implications for education policy makers, professionals and researchers. Drawing on empirical evidence gathered over 20 years, Helen Gunter confronts current issues about social justice and segregation. She uses Arendtian ideas to help the reader to ‘think politically’ about education and how and why public services education can be reimagined for the future. |
| education public policy issues: Who Governs Our Schools? David T. Conley, 2003-01-01 This book provides valuable insights into a dynamic structural change that is being experienced, but not completely understood, by educators and policymakers alike--the transfer of power from the local to the state and national levels. What will become of our public schools in this new era of leadership? The author traces the origins of this process, examines the implications, and considers where these changes might lead. This extremely timely volume: -Explores the direction of education policy and the ways in which both policymakers and educators can adapt and provide leadership in this new landscape.-Offers a concise, accessible summary of a multitude of specific programs and policies, helping us to think more systematically about the shifts in power relationships among education governance levels.-Presents an outline of actions that can be taken at the local, state, and national levels to help facilitate better working relationship and to help improve schools.-Examines the new federal role and recent federal legislation, including the No Child Left Behind Act of 2001. |
| education public policy issues: Handbook of Education Policy Research Gary Sykes, Barbara Schneider, David N. Plank, 2012-09-10 Co-published by Routledge for the American Educational Research Association (AERA) Educational policy continues to be of major concern. Policy debates about economic growth and national competitiveness, for example, commonly focus on the importance of human capital and a highly educated workforce. Defining the theoretical boundaries and methodological approaches of education policy research are the two primary themes of this comprehensive, AERA-sponsored Handbook. Organized into seven sections, the Handbook focuses on (1) disciplinary foundations of educational policy, (2) methodological perspectives, (3) the policy process, (4) resources, management, and organization, (5) teaching and learning policy, (6) actors and institutions, and (7) education access and differentiation. Drawing from multiple disciplines, the Handbook’s over one hundred authors address three central questions: What policy issues and questions have oriented current policy research? What research strategies and methods have proven most fruitful? And what issues, questions, and methods will drive future policy research? Topics such as early childhood education, school choice, access to higher education, teacher accountability, and testing and measurement cut across the 63 chapters in the volume. The politics surrounding these and other issues are objectively analyzed by authors and commentators. Each of the seven sections concludes with two commentaries by leading scholars in the field. The first considers the current state of policy design, and the second addresses the current state of policy research. This book is appropriate for scholars and graduate students working in the field of education policy and for the growing number of academic, government, and think-tank researchers engaged in policy research. For more information on the American Educational Research Association, please visit: http://www.aera.net/. |
| education public policy issues: Educating Children with Autism National Research Council, Division of Behavioral and Social Sciences and Education, Committee on Educational Interventions for Children with Autism, 2001-11-11 Autism is a word most of us are familiar with. But do we really know what it means? Children with autism are challenged by the most essential human behaviors. They have difficulty interacting with other people-often failing to see people as people rather than simply objects in their environment. They cannot easily communicate ideas and feelings, have great trouble imagining what others think or feel, and in some cases spend their lives speechless. They frequently find it hard to make friends or even bond with family members. Their behavior can seem bizarre. Education is the primary form of treatment for this mysterious condition. This means that we place important responsibilities on schools, teachers and children's parents, as well as the other professionals who work with children with autism. With the passage of the Individuals with Disabilities Education Act of 1975, we accepted responsibility for educating children who face special challenges like autism. While we have since amassed a substantial body of research, researchers have not adequately communicated with one another, and their findings have not been integrated into a proven curriculum. Educating Children with Autism outlines an interdisciplinary approach to education for children with autism. The committee explores what makes education effective for the child with autism and identifies specific characteristics of programs that work. Recommendations are offered for choosing educational content and strategies, introducing interaction with other children, and other key areas. This book examines some fundamental issues, including: How children's specific diagnoses should affect educational assessment and planning How we can support the families of children with autism Features of effective instructional and comprehensive programs and strategies How we can better prepare teachers, school staffs, professionals, and parents to educate children with autism What policies at the federal, state, and local levels will best ensure appropriate education, examining strategies and resources needed to address the rights of children with autism to appropriate education. Children with autism present educators with one of their most difficult challenges. Through a comprehensive examination of the scientific knowledge underlying educational practices, programs, and strategies, Educating Children with Autism presents valuable information for parents, administrators, advocates, researchers, and policy makers. |
| education public policy issues: Hard Questions Judith L. Pace, 2021-02-15 Teaching controversial issues in the classroom is now more urgent and fraught than ever as we face up to rising authoritarianism, racial and economic injustice, and looming environmental disaster. Despite evidence that teaching controversy is critical, educators often avoid it. How then can we prepare and support teachers to undertake this essential but difficult work? Hard Questions: Learning to Teach Controversial Issues, based on a cross-national qualitative study, examines teacher educators’ efforts to prepare preservice teachers for teaching controversial issues that matter for democracy, justice, and human rights. It presents four detailed cases of teacher preparation in three politically divided societies: Northern Ireland, England, and the United States. The book traces graduate students’ learning from university coursework into the classrooms where they work to put what they have learned into practice. It explores their application of pedagogical tools and the factors that facilitated or hindered their efforts to teach controversy. The book’s cross-national perspective is compelling to a broad and diverse audience, raising critical questions about teaching controversial issues and providing educators, researchers, and policymakers tools to help them fulfill this essential democratic mission of education. |
| education public policy issues: Emergent Issues in Education Robert F. Arnove, Philip G. Altbach, Gail P. Kelly, 1992-07-01 In Emergent Issues in Education, leading scholars in comparative education and in the politics, sociology, anthropology, and economics of education illuminate worldwide trends in critical issues that confront policymakers and practitioners in different national settings. Among the topics raised and analyzed are the organization, governance, and financing of education; the content of curriculum, texts, and tests; and the quality and nature of teacher training. Among the issues examined is the tension that has emerged between the imperative to achieve equality of educational opportunity and the concern of educational decision makers to maintain and upgrade the quality of academic offerings. Aspects of this tension are manifested in the reform movements of the 1980s, especially the excellence movement that has resurfaced in the United States. Reform movements are evident in countries that have experienced increased enrollment at all levels of schooling in the post-World War II period. In the United States, as elsewhere, there has been a reassessment of the relevance of education to the economy and polity, and of the role of government and industry in education. |
| education public policy issues: Current Trends and Legal Issues in Special Education David F. Bateman, Mitchell L. Yell, 2019-04-25 Building and supporting effective special education programs School leaders and special educators are expected to be experts on all levels and types of special education law and services, types of disability, and aspects of academic and functional programming. With the increasing demands of the job and the ever-changing legal and educational climate, many administrators and teachers are overwhelmed, and few feel adequately prepared to meet the demands. Trends and Legal Issues in Special Education helps you build and support timely, legally sound, and effective special education services and programs. Readers will find: the most up-to-date information on how to effectively implement special education programs, processes, and procedures examination of a wide variety of issues, from developing and implementing individual education programs (IEPs) that confer a free appropriate public education, Section 504, least restrictive environment (LRE), and successfully collaborating with parents, to issues regarding accountability, staffing, bullying, early childhood special education, multi-tiered systems of support (MTSS), evidence-based practices, transition, discipline, and the school-to-prison pipeline extensive references and resources Written as a comprehensive reference for all who work with students with disabilities, this book offers the most up-to-date research and field-tested strategies from a range of experts that special education professionals can confidently and immediately apply. |
| education public policy issues: No Child Left Behind and the Transformation of Federal Education Policy, 1965-2005 Patrick J. McGuinn, 2006 Education is intimately connected to many of the most important and contentious questions confronting American society, from race to jobs to taxes, and the competitive pressures of the global economy have only enhanced its significance. Elementary and secondary schooling has long been the province of state and local governments; but when George W. Bush signed into law the No Child Left Behind Act in 2002, it signaled an unprecedented expansion of the federal role in public education. This book provides the first balanced, in-depth analysis of how No Child Left Behind (NCLB) became law. Patrick McGuinn, a political scientist with hands-on experience in secondary education, explains how this happened despite the country's long history of decentralized school governance and the longstanding opposition of both liberals and conservatives to an active, reform-oriented federal role in schools. His book provides the essential political context for understanding NCLB, the controversies surrounding its implementation, and forthcoming debates over its reauthorization. how the struggle to define the federal role in school reform took center stage in debates over the appropriate role of the government in promoting opportunity and social welfare. He places the evolution of the federal role in schools within the context of broader institutional, ideological, and political changes that have swept the nation since the 1965 Elementary and Secondary Education Act, chronicles the concerns raised by the 1983 report A Nation at Risk, and shows how education became a major campaign issue for both parties in the 1990s. McGuinn argues that the emergence of swing issues such as education can facilitate major policy change even as they influence the direction of wider political debates and partisan conflict. McGuinn traces the Republican shift from seeking to eliminate the U.S. Department of Education to embracing federal leadership in school reform, then details the negotiations over NCLB, the forces that shaped its final provisions, and the ways in which the law constitutes a new federal education policy regime - against which states have now begun to rebel. and that only by understanding the unique dynamics of national education politics will reformers be able to craft a more effective national role in school reform. |
| education public policy issues: The Case for Contention Jonathan Zimmerman, Emily Robertson, 2017-04-24 From the fights about the teaching of evolution to the details of sex education, it may seem like American schools are hotbeds of controversy. But as Jonathan Zimmerman and Emily Robertson show in this insightful book, it is precisely because such topics are so inflammatory outside school walls that they are so commonly avoided within them. And this, they argue, is a tremendous disservice to our students. Armed with a detailed history of the development of American educational policy and norms and a clear philosophical analysis of the value of contention in public discourse, they show that one of the best things American schools should do is face controversial topics dead on, right in their classrooms. Zimmerman and Robertson highlight an aspect of American politics that we know all too well: We are terrible at having informed, reasonable debates. We opt instead to hurl insults and accusations at one another or, worse, sit in silence and privately ridicule the other side. Wouldn’t an educational system that focuses on how to have such debates in civil and mutually respectful ways improve our public culture and help us overcome the political impasses that plague us today? To realize such a system, the authors argue that we need to not only better prepare our educators for the teaching of hot-button issues, but also provide them the professional autonomy and legal protection to do so. And we need to know exactly what constitutes a controversy, which is itself a controversial issue. The existence of climate change, for instance, should not be subject to discussion in schools: scientists overwhelmingly agree that it exists. How we prioritize it against other needs, such as economic growth, however—that is worth a debate. With clarity and common-sense wisdom, Zimmerman and Robertson show that our squeamishness over controversy in the classroom has left our students woefully underserved as future citizens. But they also show that we can fix it: if we all just agree to disagree, in an atmosphere of mutual respect. |
| education public policy issues: Educating One and All National Research Council, Division of Behavioral and Social Sciences and Education, Board on Testing and Assessment, Committee on Goals 2000 and the Inclusion of Students with Disabilities, 1997-06-27 In the movement toward standards-based education, an important question stands out: How will this reform affect the 10% of school-aged children who have disabilities and thus qualify for special education? In Educating One and All, an expert committee addresses how to reconcile common learning for all students with individualized education for oneâ€the unique student. The book makes recommendations to states and communities that have adopted standards-based reform and that seek policies and practices to make reform consistent with the requirements of special education. The committee explores the ideas, implementation issues, and legislative initiatives behind the tradition of special education for people with disabilities. It investigates the policy and practice implications of the current reform movement toward high educational standards for all students. Educating One and All examines the curricula and expected outcomes of standards-based education and the educational experience of students with disabilitiesâ€and identifies points of alignment between the two areas. The volume documents the diverse population of students with disabilities and their school experiences. Because approaches to assessment and accountability are key to standards-based reforms, the committee analyzes how assessment systems currently address students with disabilities, including testing accommodations. The book addresses legal and resource implications, as well as parental participation in children's education. |
| education public policy issues: Handbook of Education Policy Studies Guorui Fan, Thomas S. Popkewitz, 2020-06-02 This open access handbook brings together the latest research from a wide range of internationally influential scholars to analyze educational policy research from international, historical and interdisciplinary perspectives. By effectively breaking through the boundaries between countries and disciplines, it presents new theories, techniques and methods for contemporary education policy, and illustrates the educational policies and educational reform practices that various countries have introduced to meet the challenges of continuous change. Based on an analysis of the nature of education policy and education reform, this volume focuses on education reform and the concept of education quality. Adopting a historical and comparative perspective, it examines the dialectical relationship between education policy and education reform in various countries, assesses theoretical and practical issues in the process of moving from regulation to multiple governance in contemporary education administration, and explores the impact of globalization on national education reform and the interdependence between countries. In addition, it presents studies addressing educational policy research methodology from multiple perspectives. Highlighting the changes in national education macro policies, this volume comprehensively reveals the complex relationship between contemporary education reform and social change, and explores the links between contemporary social, political and economic systems and educational policy research and practice, offering a holistic portrait of macro trends in contemporary education reform. |
| education public policy issues: Critical Issues in Education Jack L. Nelson, Stuart B. Palonsky, Kenneth Carlson, Mary Rose McCarthy (Ph. D.), 2004 Designed to be used in courses that examine relevant pro-and-con disputes about schools and schooling. By exploring the major opposing viewpoints on the issues, this text encourages education students to think critically and develop their own viewpoints. It includes research and scholarship, discussion suggestions, and bibliographic references. |
| education public policy issues: Disability and Social Work Education Francis K. O. Yuen, 2007 Disability and Social Work Education: Practice and Policy Issues presents insightful strategies from leading experts that address the gaps between social work and individuals with disabilities, and offers different perspectives on how to integrate practice with social justice, accessibility to services, and human rights. |
| education public policy issues: AI and education Miao, Fengchun, Holmes, Wayne, Ronghuai Huang, Hui Zhang, UNESCO, 2021-04-08 Artificial Intelligence (AI) has the potential to address some of the biggest challenges in education today, innovate teaching and learning practices, and ultimately accelerate the progress towards SDG 4. However, these rapid technological developments inevitably bring multiple risks and challenges, which have so far outpaced policy debates and regulatory frameworks. This publication offers guidance for policy-makers on how best to leverage the opportunities and address the risks, presented by the growing connection between AI and education. It starts with the essentials of AI: definitions, techniques and technologies. It continues with a detailed analysis of the emerging trends and implications of AI for teaching and learning, including how we can ensure the ethical, inclusive and equitable use of AI in education, how education can prepare humans to live and work with AI, and how AI can be applied to enhance education. It finally introduces the challenges of harnessing AI to achieve SDG 4 and offers concrete actionable recommendations for policy-makers to plan policies and programmes for local contexts. [Publisher summary, ed] |
| education public policy issues: Moral Issues in Special Education Robert F. Ladenson, 2020-08-15 The book identifies and analyzes important yet insufficiently explored moral issues in k-12 special education. It aims to achieve a successful combination of experience and theory. The experience comes from the many years the author was an Illinois special education due process hearing officer (1987-2007). The theory comes from the even more years he taught and did scholarly work in the areas of moral, political, legal, and educational philosophy as a philosophy professor (1969-2012). Each of the moral issues considered in the book figured importantly in one or more of the most significant disputes the author was called upon to adjudicate. Throughout the book he draws upon important concepts in moral, political, legal, and educational philosophy as conceptual resources. He considers these concepts invaluable for analyzing moral issues, especially when a person experiences discomfort caused by a sense that an issue is morally problematic but finds it hard to articulate the crux of the issue. Throughout the book, however the author has tried hard to write in language that readers unfamiliar with the terminology and discourse style of philosophy can understand, and always to make it apparent why and how particular philosophical points bear upon important moral issues in k-12 special education. |
| education public policy issues: 'We're trying to do things differently' Freya Aquarone, Laura Nehéz-Posony, Propa Rezwana Anwar, Samira Salam, Eleni Koutsouri, Minkyung Kim, SooYeon Suh, Tope Mayomi, 2020-12-07 Students and staff from KCL’s Social Sciences BA programme turn the research lens back on their own world and together explore the many challenges of ‘trying to do things differently’ in Higher Education. In doing so, they grapple with fundamental questions in education such as: how to meaningfully foreground democracy, partnership, and emotional care; the role and limits of free speech; and how to deconstruct enduring inequality and marginalisation. In a period of considerable change and challenge for education, there is surely no better time to be critically analysing the principles guiding our universities through the lens of real-life practice. In a period when university arrangements are being rethought in the wake of COVID-19 and the resurgence of Black Lives Matter, this compelling text is both timely and forward looking. ‘We’re trying to do things differently’ successfully brings together first year undergraduates and lecturers to research, analyse and document how students and staff co-create meaningful educational experiences. The authors offer a nuanced picture of the centrality of relationships and recognition to the degree course. It shows how the students foreground love, kindness and social justice, rather than curriculum and outcomes, while being alert to the politics of difference and absence in higher education classrooms. The book draws on well-worn and innovative writing styles to produce analyses and arguments that are eye-opening, persuasive and raise difficult questions for future educational practices. This book is a must for anyone interested in championing excellence and social justice in higher education. Ann Phoenix, Professor of Psychosocial Studies, UCL Institute of Education This is a book with a difference. It is based on critical scholarship and draws on reflexive analysis but – and this is the important and unique part - it is a book written mainly by university students about how to enact meaningful relationships in the academy. It takes as its substantive focus one new undergraduate programme but the agenda is about change, social justice and the hard work of real inclusion. This book stands as a wake-up call to all of us who care deeply about socially just education and democracy in our institutions of higher education. It is also a wonderful example of how to write something that really matters! - Meg Maguire, Professor of Sociology of Education, King’s College London |
| education public policy issues: American Higher Education John R. Thelin, 2022-12-13 The latest book in the Core Concepts in Higher Education series brings to life issues of governance, organization, teaching and learning, student life, faculty, finances, college sports, public policy, fundraising and innovations in higher education today. Written by renowned author John R. Thelin, each chapter bridges research, theory and practice and discusses a range of institutions – including the often overlooked for-profits, community colleges and minority serving institutions. In the book’s second edition, Thelin analyzes growing trends in American higher education over the last five years, shedding light on the effects of the COVID-19 pandemic. He covers reconsideration of the rights of student-athletes, provides fresh analysis of the brick-and-mortar campus, and includes a new chapter exploring school admissions, recruitment and retention. Rich end-of-chapter Additional Readings and Questions for Discussion help engage students in critical thinking. A blend of stories and analysis, this book challenges present and future higher education practitioners to be informed and active participants, capable of improving their institutions. |
| education public policy issues: Higher Education Accountability Robert Kelchen, 2018-02-27 Beginning with the earliest efforts to regulate schools, the author reveals the rationale behind accountability and outlines the historical development of how US federal and state policies, accreditation practices, private-sector interests, and internal requirements have become so important to institutional success and survival |
| education public policy issues: Building America's Skilled Technical Workforce National Academies of Sciences, Engineering, and Medicine, National Academy of Engineering, Division of Behavioral and Social Sciences and Education, Policy and Global Affairs, Board on Science Education, Board on Higher Education and Workforce, Board on Science, Technology, and Economic Policy, Committee on the Supply Chain for Middle-Skill Jobs: Education, Training, and Certification Pathways, 2017-06-04 Skilled technical occupationsâ€defined as occupations that require a high level of knowledge in a technical domain but do not require a bachelor's degree for entryâ€are a key component of the U.S. economy. In response to globalization and advances in science and technology, American firms are demanding workers with greater proficiency in literacy and numeracy, as well as strong interpersonal, technical, and problem-solving skills. However, employer surveys and industry and government reports have raised concerns that the nation may not have an adequate supply of skilled technical workers to achieve its competitiveness and economic growth objectives. In response to the broader need for policy information and advice, Building America's Skilled Technical Workforce examines the coverage, effectiveness, flexibility, and coordination of the policies and various programs that prepare Americans for skilled technical jobs. This report provides action-oriented recommendations for improving the American system of technical education, training, and certification. |
| education public policy issues: Essential Questions Jay McTighe, Grant Wiggins, 2013-03-27 What are essential questions, and how do they differ from other kinds of questions? What's so great about them? Why should you design and use essential questions in your classroom? Essential questions (EQs) help target standards as you organize curriculum content into coherent units that yield focused and thoughtful learning. In the classroom, EQs are used to stimulate students' discussions and promote a deeper understanding of the content. Whether you are an Understanding by Design (UbD) devotee or are searching for ways to address standards—local or Common Core State Standards—in an engaging way, Jay McTighe and Grant Wiggins provide practical guidance on how to design, initiate, and embed inquiry-based teaching and learning in your classroom. Offering dozens of examples, the authors explore the usefulness of EQs in all K-12 content areas, including skill-based areas such as math, PE, language instruction, and arts education. As an important element of their backward design approach to designing curriculum, instruction, and assessment, the authors *Give a comprehensive explanation of why EQs are so important; *Explore seven defining characteristics of EQs; *Distinguish between topical and overarching questions and their uses; *Outline the rationale for using EQs as the focal point in creating units of study; and *Show how to create effective EQs, working from sources including standards, desired understandings, and student misconceptions. Using essential questions can be challenging—for both teachers and students—and this book provides guidance through practical and proven processes, as well as suggested response strategies to encourage student engagement. Finally, you will learn how to create a culture of inquiry so that all members of the educational community—students, teachers, and administrators—benefit from the increased rigor and deepened understanding that emerge when essential questions become a guiding force for learners of all ages. |
| education public policy issues: Someone Has to Fail David F. Labaree, 2011-03-01 What do we really want from schools? Only everything, in all its contradictions. Most of all, we want access and opportunity for all children—but all possible advantages for our own. So argues historian David Labaree in this provocative look at the way “this archetype of dysfunction works so well at what we want it to do even as it evades what we explicitly ask it to do.” Ever since the common school movement of the nineteenth century, mass schooling has been seen as an essential solution to great social problems. Yet as wave after wave of reform movements have shown, schools are extremely difficult to change. Labaree shows how the very organization of the locally controlled, administratively limited school system makes reform difficult. At the same time, he argues, the choices of educational consumers have always overwhelmed top-down efforts at school reform. Individual families seek to use schools for their own purposes—to pursue social opportunity, if they need it, and to preserve social advantage, if they have it. In principle, we want the best for all children. In practice, we want the best for our own. Provocative, unflinching, wry, Someone Has to Fail looks at the way that unintended consequences of consumer choices have created an extraordinarily resilient educational system, perpetually expanding, perpetually unequal, constantly being reformed, and never changing much. |
| education public policy issues: Critical Approaches to Education Policy Analysis Michelle D. Young, Sarah Diem, 2016-11-18 This volume informs the growing number of educational policy scholars on the use of critical theoretical frameworks in their analyses. It offers insights on which theories are appropriate within the area of critical educational policy research and how theory and method interact and are applied in critical policy analyses. Highlighting how different critical theoretical frameworks are used in educational policy research to reshape and redefine the way scholars approach the field, the volume offers work by emerging and senior scholars in the field of educational policy who apply critical frameworks to their research. The chapters examine a wide range of current educational policy topics through different critical theoretical lenses, including critical race theory, critical discourse analysis, postmodernism, feminist poststructuralism, critical theories related to LGBTQ issues, and advocacy approaches. |
| education public policy issues: Who Will Keep the Public Healthy? Institute of Medicine, Board on Health Promotion and Disease Prevention, Committee on Educating Public Health Professionals for the 21st Century, 2003-04-29 Bioterrorism, drug-resistant disease, transmission of disease by global travel . . . there's no shortage of challenges facing America's public health officials. Men and women preparing to enter the field require state-of-the-art training to meet these increasing threats to the public health. But are the programs they rely on provide the high caliber professional training they require? Who Will Keep the Public Healthy? provides an overview of the past, present, and future of public health education, assessing its readiness to provide the training and education needed to prepare men and women to face 21st century challenges. Advocating an ecological approach to public health, the Institute of Medicine examines the role of public health schools and degree-granting programs, medical schools, nursing schools, and government agencies, as well as other institutions that foster public health education and leadership. Specific recommendations address the content of public health education, qualifications for faculty, availability of supervised practice, opportunities for cross-disciplinary research and education, cooperation with government agencies, and government funding for education. Eight areas of critical importance to public health education in the 21st century are examined in depth: informatics, genomics, communication, cultural competence, community-based participatory research, global health, policy and law, and public health ethics. The book also includes a discussion of the policy implications of its ecological framework. |
| education public policy issues: Current Issues and Trends in Education Jerry Aldridge, Renitta L. Goldman, 2007 An exploration of twenty-first century trends and issues in education that discusses politics, demographics, diversity, rights of stakeholders, curricular practices, No Child Left Behind legislation, social promotion, multicultural education, and other related topics. |
| education public policy issues: Education and Development in India: Critical Issues in Public Policy and Development Jandhyala B. G. Tilak, 2019-10-10 Drawing on empirical, interdisciplinary research, this book presents a critical review of some of the major issues that are of interest to researchers, policymakers and planners in developing as well as advanced countries, including specifically in India. It provides an in-depth review of some of the major development policy issues in education in general, and in India in particular, over the past 2-3 decades. Besides presenting an overview of the educational developments in India that reflects issues such as growth, equity, efficiency, foreign aid, decentralization, center-state relations, financing, and cost recovery, the book puts forward in-depth analyses of education poverty, interrelations between education and poverty, low level of outcomes in elementary education, effects of structural adjustment policies and approaches on education, south-south cooperation, etc. It also critically discusses changes in policies relating to financing higher education, external assistance for education, and how the growth of private higher education is affecting society at large. The dichotomy between public policy and action is also highlighted in many chapters. On the whole, while the importance of education is being increasingly recognized, the state does not seem to be as willing to foot the bill for education as the households and even the private sector. Occasionally contrasting with international evidence on, for example, financing higher education, private higher education, or the effects of neo-liberal policies, the book offers an interesting read for a wider audience. |
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