Discursive Perspectives On Education Policy And Implementation
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Discursive Perspectives on Education Policy and Implementation by Jessica Nina Lester,Chad R. Lochmiller,Rachael E. Gabriel Pdf
This edited volume demonstrates some of the potential contributions of discourse analytic approaches to the study of education policy and its implementation within particular policy contexts. Contributing authors provide a range of perspectives, examining education policy using both micro-analytic traditions and more macro-analytic traditions. With examples of research focused on various stages of the policy process from agenda-setting and policy-making to implementation and media representations, this volume will appeal to scholars engaged in research at the intersection of education policy and discourse analysis, and to students with specific interests in education policy and qualitative research methods.
Complementary Research Methods for Educational Leadership and Policy Studies by Chad R. Lochmiller Pdf
This edited volume brings together leading scholars from the fields of educational leadership and policy studies to discuss qualitative, quantitative, and mixed research methods in an accessible and pedagogically well-designed volume. Authors discuss ways in which various research methodologies and methods can productively be brought together to expand our current understanding of leadership issues and the contemporary policy context that surrounds them. Chapters provide both practical recommendations for using the methods discussed as well as suggestions for further reading.
International Perspectives on School Settings, Education Policy and Digital Strategies by Annika Wilmers,Sieglinde Jornitz Pdf
An exchange on education ideas has shaped the transatlantic discourse in education for a long time. Over the past two decades education science has increasingly become networked internationally. Since 2015, the Office for International Cooperation in Education at DIPF | Leibniz Institute for Research and Information in Education has organized international sessions on education research at the Annual Meetings of the American Educational Research Association, thus providing a floor for transatlantic exchange on current research topics. The volume gives an overview of the transatlantic activities in education research with regard to these sessions representing a collection of topics ranging from school development over the use of large scale assessment and digital data in education to questions related to migration and public education or the economization of education. At the same time the volume offers a reflection on the assets and obstacles of international exchange.
Analysing Education Policy by Meghan Stacey,Nicole Mockler Pdf
Analysing Education Policy: Theory and Method provides a comprehensive overview of key approaches in critical education policy research. With chapters from internationally recognised and established scholars in the field, this book provides an authoritative account of how different questions may be approached and answered. Part 1 features chapters focused on text-based approaches to analysis, including critical discourse analysis, thinking with Foucault, Indigenist Policy Analysis, media analysis, the analysis of promotional texts in education, and the analysis of online networks. Part 2 features chapters focused on network ethnography, actor-network theory, materiality in policy, Institutional Ethnography, decolonising approaches to curriculum policy, working with children and young people, and working with education policy elites. These chapters are supported by an introduction to each section, as well as an overall introduction and conclusion chapter from the editors, drawing together key themes and ongoing considerations for the field. Critical education policy analysis takes many different forms, each of which works with distinctly different questions and fulfils different purposes. This book is the first to clearly map current common and influential approaches to answering these questions, providing important guidance for both new and established researchers.
How Education Policy Shapes Literacy Instruction by Rachael Gabriel Pdf
Reading instruction is the most legislated area of education and the most frequently referenced metric for measuring educational progress. This book traces the trajectories of policy issues with direct implications for literacy teaching, learning, and research in order to illustrate the dynamic relationships between policy, research, and practice as they relate to perennial issues such as: retention in grade, remediation, intervention, instruction for English learners, early literacy instruction, coaching, and leadership. Using policy documents and peer-reviewed articles published from the 1960s to the present, the editor and authors illustrate how issues were framed, what was at stake, and how policy solutions to persistent questions have been understood over time. In doing so, the book link a generation of scholars with research that illustrates trajectories of development for ideas, strategies, and solutions.
Globalization, International Education Policy and Local Policy Formation by Carolyn A. Brown Pdf
This edited volume focuses on how international education policy, set by international policymakers and donors, influences local education policy in developing countries. The book’s primary purpose is to give voice to scholars from developing countries and regions around the world by inviting them to explore how the international policy, invariably linked to international aid, influences education policy formation and implementation in their country or region and how this influence does or does not meet the local cultural, social, economic, and political needs. A relatively recent and small body of research and commentary supports a discourse that questions how well international education policy mandates such as Education For All serve the needs of developing countries. The intent of this book is to advance this discourse by giving voice to local scholars who observe and study the donor process. The book will be divided into two sections: the first section will set the stage for the discussions in the second section by providing theoretical and historical context for international education policy. As a framework for understanding, the book adopts the position that international policy does not have either the ability or the intent to serve the widely diverse needs of development around the world. International education policy has been formed, historically, by wealthy nations and agencies dominated by Western theoretical paradigms. In recent years, donor countries have made an effort to collaborate with developing countries in developing international education policy goals; however, this collaboration has been limited. Following establishment of the context of international education policy, section II of the book provides a forum for scholars from around the world to openly discuss and critique the impact of international policy on education in their country or region.
International Perspectives On Educational Reform And Policy Implementation by David S. Cater,Marnie O'Neill Pdf
The change process is described in this text which examines the historical, social and economic influences on education policy reform. Chapters look at cross-cultural experiences of educational change and policy implementation as the authors lead us to an understanding of processes and forces involved. The three themes covered in this volume are: politics and reform; politics into policy and policy implementation; and educational reform phenomena. The authors argue that change takes a predictable format and, once understood, can be directed and managed.; This text is intended to be of interest to those involved in the planning and implementation of change and, along with Volume 2 "Case Studies in Educational Change", point the way to effective management of such change processes.
Critical Approaches to Education Policy Analysis by Michelle D. Young,Sarah Diem Pdf
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.
Critical Perspectives on Education Policy and Schools, Families, and Communities by Sue Winton,Gillian Parekh Pdf
Critical Perspectives on Education Policy and Schools, Families, and Communities offers scholars, students, and practitioners important new knowledge about how current policies impact families, schools, and community partnerships. The book’s authors share a critical orientation towards policy and policy research and invite readers to think differently about what policy is, who policymakers are, and what policy can achieve. Their chapters discuss findings from research grounded in diverse theories, including institutional ethnography, critical disability theory, and critical race theory. The authors encourage scholars of family, school, and community partnerships to ask who benefits from policies (and who loses) and how proposed reforms maintain or disrupt existing relations of power. The chapters present original research on a broad range of policies at the local, state/provincial, and national levels in Canada and the USA. Some authors look closely at the enactment of specific district policies, including a school district’s language translation policy and a policy to create local advisory bodies as part of decentralization efforts. Other chapters reveal the often unacknowledged yet necessary work parents do to meet their children’s needs and enable schools to operate. A few chapters focus on challenges and paradoxes of including families and community members in policymaking processes, including a case where parents demonstrated a preference for a policy that research demonstrates can be detrimental to their children’s future education opportunities. Another set of chapters emphasizes the centrality of policy texts and how language influences the educational experiences and engagement of students and their families. Each chapter concludes with a discussion of implications of the research for educators, families, and other community partners.
Assemblage, Enactment, and Agency by Melody Viczko,Augusto Riveros Pdf
Assemblage, Enactment, and Agency offers an exploration of the emerging shift in policy research towards the notion of policy enactment, namely, the creative recontextualization and translation of policy ideas into social realities by policy actors in education. Bringing together recent work on the intersections between assemblages, enactments, and agencies in educational policy analysis, the authors call attention to issues of subjectivity, practice, power, and relationality as they offer critical perspectives that challenge linear/instrumentalist views of policy processes. In doing so, they not only interrogate conventional understandings of policy design, implementation, and evaluation, they also recognize the role of agency, interpretation, sense-making, translation, embodiment, and meaning throughout policy processes. They also explore the contested nature of policy, situating educational policies as sites of conflict and negotiation between actors, highlighting the uncertainty, fragility and instability of policy work. By offering a non-linear and heterogeneous account of education policy, the collection furthers contemporary conversations on the nature and goals of education reform. This book was originally published as a special issue of Discourse: Studies in the Cultural Politics of Education.
Educational Politics for Social Justice by Catherine Marshall,Cynthia Gerstl-Pepin,Mark Johnson Pdf
Employing a social justice framework, this book provides educational leaders and practitioners with tools and strategies for grappling with the political fray of education politics. The framework offers ways to critique, challenge, and alter social, cultural, and political patterns in organizations and systems that perpetuate inequities. The authors focus on the processes through which educational politics is enacted, illustrating how inequitable power relations are embedded in our democratic systems. Readers will explore education politics at five focal points of power (micro, local/district, state, federal, and global). The text provides examples of how to “work the system” in ways that move toward greater justice and equity in schools. “This book challenges those who want to work toward justice with critical starting points, conversation starters, and strategies for collaborative leadership.” —From the Foreword by Enrique Aleman, The University of Texas at San Antonio “If educators are truly committed to their students, this text provides the analytic tools and consequent strategies to make public schools better for all of our students. Bravo!” —Catherine A. Lugg, Rutgers University
How does developmental psychology connect with (what used to be called) the developing world? What do cultural representations indicate about the contemporary politics of childhood? How is concern about child sexual exploitation linked to wider securitization anxieties? In other words: what is the political economy of childhood, and how is this affectively organized? This new edition of Developments: Child, Image, Nation, fully updated, is a key conceptual intervention and resource, reflecting further on the contexts and frameworks that tie children to national and international agendas. A companion volume to Burman’s Deconstructing Developmental Psychology (third edition, 2017) this volume helps explain why questions around children and childhood, including their safety, welfare, their interests, abilities, sexualities and their violence, have so preoccupied the late twentieth and twenty-first centuries, showing how the frames for these concerns have extended beyond their Euro-US contexts of origination. In this completely revised edition, Burman explores changing debates and contexts, offering resources for interpreting continuities and shifts in the complex terrain connecting children and development. Through reflection on an increasingly globalised, marketised world, that prolongs previous colonial and gendered dynamics in new and even more insidious ways, Developments analyses the conceptual paradigms shaping how we think about and work with children, and recommends strategies for changing them. Drawing in particular on feminist and post-development literatures, as well as original and detailed engagement with social theory, it illustrates how and why reconceptualising notions of individual and human development, including those informing models of children’s rights and interests, is needed to foster more just and equitable forms of professional practice with children and their families. Burman offers an important contribution to a set of urgent debates engaging theory and method, policy and practice across all the disciplines that work with, or lay claim to, children’s interests. A persuasive set of arguments about childhood, culture and professional practice, Developments is an invaluable resource to teachers and students in psychology, childhood studies, and education as well as researchers in gender studies.
Teacher Education Policy and Research by Diane Mayer Pdf
In this book, leading teacher education researchers from Australia, Belgium, Canada, England, Finland, Hong Kong SAR, the Netherlands, New Zealand, North Ireland, Portugal, Scotland, the USA and Wales examine teacher education policy and research in each of their contexts. The book highlights the connections and disconnections between teacher education policy and research. It examines contemporary challenges and issues in teacher education including how high-quality teacher education is framed, how teaching quality is framed, and the role of teacher education research. It also considers future policy and research possibilities and opportunities for teacher education research, equity and preparing teachers for work within contexts of super-diversity, and early career teaching.
When Pre-K Comes to School by Bethany Wilinski Pdf
When Pre-K Comes to School traces what happens—for institutions and teachers—when a school district and community ECE centers partner to provide public pre-K. Wilinski examines policy implementation across diverse sites—a private part-day preschool, a corporate childcare center, and a public elementary school. She demonstrates how pre-K partnerships create opportunities but also considerable constraints for the institutions and teachers involved. Though teachers are required to comply with the same policy mandates, their compensation and access to resources varies greatly. This book calls for policies and practices that will work better for teachers, which, in turn, will work better for children. The book’s unique, insider perspective on how policy is actually enacted in schools provides important insight into what communities and policymakers should consider when creating pre-K policies. Book Features: An in-depth examination of teachers’ work across settings and situated within a changing, broader policy context.Evidence that public pre-K partnerships have serious and sometimes negative consequences for teachers and institutions.A focus on the experience of teachers who are critical to the success of pre-K.Interviews with pre-K teachers and state policymakers.Recommendations for pre-K policy that is more beneficial to teachers, institutions, and families. “Absolutely essential and mind-shifting reading for those crafting prekindergarten policies and programs.” —From the Foreword by Sharon Lynn Kagan, Teachers College, Columbia University
Shared and Collaborative Practice in Qualitative Inquiry by Jasmine Brooke Ulmer Pdf
Shared and Collaborative Practice in Qualitative Inquiry: Tiny Revolutions is a short collection of reflections on ethical research practice and scholarly community. It explores the qualitative tradition through the process of writing, photography, dance, and narrative. This is a book about ethical research practices, about simple truths, about the commitments we initially made to this work, and about how we might better support each other along the way. Most importantly, this is a book about finding and making our own communities. Communities do not belong to any one person or small group of people. Rather, communities—genuine, real, and vibrant communities—belong to us all. This is a book about how. This book is suitable for people new to qualitative research and seasoned researchers who would like to explore and develop traditions in qualitative inquiry.