17,917 results on '"POLICY ANALYSIS"'
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2. The Effects of a Statewide Ban on School Suspensions. EdWorkingPaper No. 24-1004
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Annenberg Institute for School Reform at Brown University, Jane Arnold Lincove, Catherine Mata, and Kalena E. Cortes
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This research uses the implementation of a school suspension ban in Maryland to test whether a top-down state-initiated ban on suspensions in early primary grades can influence school behavior regarding school discipline. Beginning in the fall of 2017, the State of Maryland banned the use of out-of-school suspensions for grades PK-2, unless a student posed an "imminent threat" to staff or students. This research investigates (1) what was the effect of the ban on discipline outcomes for students in both treated grades and upper elementary grades not subject to the ban? (2) did schools bypass the ban by coding more events as threatening or increasing the use of in-school suspensions? and (3) were there differential effects for students in groups that are historically suspended more often? Using a comparative interrupted time series strategy, we find that the ban is associated with a substantial reduction in, but not a total elimination of, out-of-school suspensions for targeted grades without substitution of in-school suspensions. Disproportionalities by race and other characteristics remain after the ban. Grades not subject to the ban experienced few effects, suggesting the ban did not trigger a schoolwide response that reduced exclusionary discipline.
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- 2024
3. Working Towards an Equitable Future in California Dual Enrollment Programs. Research & Occasional Paper Series: CSHE.9.2024
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University of California, Berkeley. Center for Studies in Higher Education (CSHE) and Rogelio Salazar
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This study explores the underrepresentation of Black and Latinx students in California's community college Dual Enrollment (DE) programs. The study investigates how DE staff describe an understanding and commitment towards equity for Black and Latinx students in DE programs and how staff engage in equitably aimed praxis to serve Black and Latinx students through practices and collaborations between feeder high schools. Using a Critical Policy Analysis lens, the research highlights how Black and Latinx students are prioritized through equitable practices focused in advising and outreach. However, not all DE staff prioritize Black and Latinx through practices. Despite this, scant instances reveal that collaborative efforts between DE programs, high schools, and districts improve DE services and outcomes, though majority of K-12 partners are absent from collaborative efforts led by DE programs. The study emphasizes the need for increased collaboration between K-12 partners and integrating equitable approaches to DE outreach and advising to engage and recruit Black and Latinx students. This research advances the conversation of equity in DE programs and offers insights for addressing participation gaps among Black and Latinx students.
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- 2024
4. Policy Dialogue Tool: Inclusion of Refugees in National Education Systems
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Global Partnership for Education (GPE) and Meredith Bouvier
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The Global Partnership for Education (GPE) has made a commitment to support the multistakeholder pledge made at the second Global Refugee Forum to ensure every child living as a refugee realizes their right to a quality education and is included in national education systems that are adequately supported to cater to the needs of every child, both from the host community and those living as refugees. A holistic approach is needed to transform education systems to be truly inclusive for those children. UNICEF Innocenti (2023) highlights areas of policy and practice which are especially relevant for their inclusion within education systems, irrespective of their gender, nationality or disability status. Within this framework, there are 10 dimensions that affect the level of inclusion within an education system, including legal frameworks, type of school, system financing, social protection, school infrastructure, teachers, curriculum, language of instruction, assessment and certification, and education data systems. This tool--which is intended to be used by GPE Secretariat country teams and partner countries--highlights ways to address dimensions of the above framework within the policy dialogue on partnership compacts (which identify partner countries' priority reforms), GPE-funded grants and broader education sector dialogue. This document is organized by selected priority areas drawn from the GPE 2025 strategy, preceded by one overarching consideration. The areas are: (1) Policies and financing; (2) Data systems; (3) Access; (4) Learning, including early learning; and (5) Quality teaching. Gender equality and intersecting vulnerabilities are considered throughout.
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- 2024
5. Exploring the Relationship between Test-Optional Admissions and Selectivity and Enrollment Outcomes during the Pandemic. EdWorkingPaper No. 24-982
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Annenberg Institute for School Reform at Brown University, Kelly Rosinger, Dominique J. Baker, Joseph Sturm, Wan Yu, Julie J. Park, OiYan Poon, Brian Heseung Kim, and Stephanie Breen
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Most selective colleges implemented test-optional admissions during the pandemic, making college entrance exam scores optional for applicants. We draw on descriptive, two-way fixed effects, and event study methods to examine variation in test-optional implementation during the pandemic and how implementation relates to selectivity and enrollment. For "test-optional" colleges during the pandemic, we found substantial variation in policy type (e.g., test optional, test free) and whether the policy extended to all applicants and scholarship consideration. Findings suggest test-optional implementation related to increases in Black student enrollment, mostly at moderately selective colleges and when policies extended to all applicants and scholarships. At highly selective colleges, findings suggest test-optional implementation related to an increase in applications but not consistent gains in enrollment.
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- 2024
6. China's Policy Actions to Lead Teacher Development with Evaluation Reform
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Tingzhou Li (???) and Luo Zhang (??)
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Purpose: This study introduces a policy with great strategic significance and far-reaching impact by analyzing the background, measures, and future development trends of teacher evaluation reform in China. Design/Approach/Methods: This study primarily conducts a policy text analysis of the section on teacher evaluation of the "Overall Plan for Deepening the Reform of Educational Evaluation in the New Era". Findings: The "Overall Plan for Deepening the Reform of Educational Evaluation in the New Era" was drafted to enhance the quality of Chinese teachers and address many problems in teacher evaluation. It comprised four sections: teachers' professional ethics, teaching effectiveness, evaluation models and methods, and honorary titles. The policy has distinctive features such as the high status and authority of the issuing body, a holistic and systematic nature, and an orientation toward practical issues. This article proposes three major policy foresights: promoting implementation through the force of political trends, giving schools autonomy in teacher evaluations, and implementing progressive reforms. Originality/Value: This study conducted a specialist analysis of the policy in combination with the real scenario and institutional environment of Chinese teacher evaluation, which could encourage international peers to better understand Chinese teacher evaluation policies and promote policy learning and dissemination internationally.
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- 2024
7. Bridging the SEL CASEL Framework with European Educational Policies and Assessment Approaches
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Valeria Cavioni, Luisa Broli, and Ilaria Grazzani
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The importance of enhancing social and emotional skills in educational settings has gained prominence, with many countries and organizations embracing the Social and Emotional Learning (SEL) framework to equip individuals with the tools needed for shaping a self-identity, emotional regulation, goal achievement, empathy, nurturing relationships, and responsible decision-making and overall well-being. In this paper, we aim to connect the globally acknowledged Collaborative for Academic, Social, and Emotional Learning SEL framework with international policies that underscore the importance of social and emotional skills in the school context. To accomplish this goal, we first provide a brief overview of the key components of the SEL framework. Subsequently, we explore two significant educational policies within the European context. The first policy is the World Health Organization Health Promoting Schools initiative. We present its objectives, a WHO-affiliated program example, the promoted and assessed competencies of students, and its results, connecting its framework with the CASEL SEL approach. The second focus is the Organisation for Economic Co-operation and Development Study on Social and Emotional Skills, describing its developmental process and the assessment framework. Finally, we describe the alignment of SEL with these European educational policies and illustrate their role in advancing and improving the evaluation of SEL initiatives in educational environments.
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- 2024
8. How Universities Should Choose Their Next Accreditor. Policy Brief
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James G. Martin Center for Academic Renewal, Cardinal Institute for West Virginia Policy, Adam Kissel, and Jenna Robinson
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Accreditation is one of the three tickets that every college in America must punch if it wants access to federal student aid (FSA) programs for its students. The current regulatory regime for postsecondary institutions forces each college wanting to participate in FSA programs to get authorization from the state in which it operates, meet the standards set by the U.S. Department of Education, and--strange as it may seem--get a green light from a nongovernmental organization called an accreditor. The good news is that while American colleges can't shop for a different federal government, they can shop for a different accreditor. That's a new development. During the Trump administration, Secretary of Education Betsy DeVos instituted new regulations letting any accreditor do business anywhere in the country. Before this change, a small number of accreditors divided up the country into fiefdoms and did not intrude on each other's turf; they were therefore called regional accreditors. The historically regional accreditors are now all national accreditors. So, which accreditor should a college choose? This policy brief can help colleges and universities make a sound decision.
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- 2024
9. Navigating Tensions: A Critical Policy Analysis of Expectations for English Educators in Georgia
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Jennifer Ervin and Madison Gannon
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We compare the institutional standards and expectations for English language arts (ELA) educators from the National Council of Teachers of English (NCTE), the leading professional organization in this field, and the state of Georgia. By conducting a critical policy analysis of documents from NCTE and the Georgia Department of Education (GADoE) we sought to understand the tension between standards set for training English education students in institutions of higher education and the standards those teachers would be required to use in Georgia K-12 schools. We analyze these documents through Cooper et al.'s (2004) policy analysis framework, which questions the normative, structural, constituent, and technical dimensions of policy development. We found that the ideological beliefs and values embedded in the policies and documents from NCTE and GADoE have developed divergent sets of expectations for ELA teachers in Georgia, particularly around how teachers respond to oppression in our society; how we understand the overall purpose of ELA instruction; and the scope of responsibilities for educators. We end by presenting implications for educators working among these two sets of policies, in recognizing where these expectations may overlap as well as diverge.
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- 2024
10. Racial Conflict in a Higher Education Policy Vacuum
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Blanca Elizabeth Vega
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This study explored how 14 higher education and student affairs (HESA) professionals navigated institutional policy vacuums to address interpersonal racial conflict between students. Grounded in perspectives of policy vacuums, findings revealed that HESA professionals learned about racial conflict by referring to their own personal, professional, and academic training. Additionally, they employed strategies that were often self-generated and informal to address racial conflict. The paper concludes with a discussion of the findings, specifically highlighting that relying on HESA professionals' dispositions is an insufficient way to address racial conflict and that more institutional support is necessary to train racially responsive HESA professionals.
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- 2024
11. (Re)Setting the Racial Narrative: Antiblackness and Educational Censorship
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James C. Bridgeforth and Desiree O'Neal
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Antiblackness is a persistent feature of American society with continued implications for the experiences, outcomes, and well-being of Black communities. In the wake of widespread protests against antiblack police brutality and heightened awareness of racial injustices in 2020, federal, state, and local political actors swiftly began a concerted effort to maintain the illusion of racial progress within the United States. These efforts, which we identify as manifestations of what Carol Anderson (2016) describes as White rage, have taken the form of educational censorship policies that have been successfully enacted in at least 18 states. This study interrogates the policy development process of two such censorship policies in Texas and North Dakota. Drawing on Black critical theory and insights from critical policy analysis, we demonstrate the ways that antiblackness was made legible in the policy development process and conclude with recommendations for combatting the further spread of antiblack educational censorship.
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- 2024
12. Identifying the Language of Global Competence and Global Citizenship in the Education Policies of Punjab, Pakistan
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Misbah Samar, Karena Menzie-Ballantyne, and Miriam Ham
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In 2015, Pakistan committed to United Nations Sustainable Development Goal 4's provision of quality education for all. Target 4.7 of this Goal acknowledges that delivering quality education means ensuring that students develop a set of attributes characterised by the United Nations Educational, Scientific and Cultural Organization in terms of global citizenship, and by the Organisation for Economic Co-operation and Development using the nomenclature of global competence. There is ongoing debate regarding the agendas of the United Nations and the Organisation for Economic Co-operation and Development; however, from a pragmatic perspective, both are already influencing domestic education policies. This article explores the extent to which this is the case in Punjab, Pakistan. A deductive thematic analysis of relevant education policies was undertaken to identify language reflective of the Sustainable Development Goals and the Programme of International Student Assessment Global Competence Framework. The analysis, based on meta themes identified by Vaccari and Gardinier, revealed the inclusion of language from these international agendas, as well as the reflections of local culture. Although this research was specific to Punjab, the findings may provide insights into how countries are adopting and/or contextualising these international agendas.
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- 2024
13. What Makes a Reparation Successful? A Discussion to Inform Design of Reparations to Black Americans
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Kathryn Anne Edwards, Lisa Berdie, and Jonathan W. Welburn
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Reparations policies that seek to make amends for a harm incurred face exigent challenges. In this article we focus on what makes reparations successful and what policy components are necessary, if not sufficient, for success. To study the success of reparations policy design we employ a case study approach. Our analysis investigates the motivation, design, implementation, and impact of past policies to understand what has been successful or unsuccessful within each component of the policy in each historical case. Ultimately, our discussion identifies patterns in the creation and execution of reparations policy that offer important considerations for policies that would provide reparations to Black Americans.
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- 2024
14. Co-opting Equity: Advancing a Neoliberal Agenda in Manitoba Education Reforms
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Ellen Bees
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This paper uses critical policy analysis to investigate how the concept of equity has been co-opted to promote a neoliberal agenda in education reforms in Manitoba. Early provincial reform documents contained a narrow definition of equity focused primarily on closing achievement gaps between Indigenous and non-Indigenous students. These reform documents were rejected by the public, in part due to concerns about equity. The Manitoba Education Action Plan was introduced in 2022, which more explicitly focused on achieving equity as part of the education reform process. However, the framing of equity in the Action Plan was narrow, emphasizing individualism rather than a more systemic pursuit of equity. While some recommended actions in the Action Plan have promoted a more inclusive and culturally responsive education system, other actions have advanced a neoliberal agenda focused on work-readiness and accountability, while actions to remove barriers to education have been undertaken with limited urgency.
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- 2024
15. How Built Space Impacts Parental Engagement: Contextual Dimensions of Policy Enactment
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Megan Smith
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Current education policy in Aotearoa New Zealand (Aotearoa is the country's indigenous Maori name) requires schools and teachers to engage with parents and the school community to enhance student educational experience and achievement. The broad wording in these policy statements allows schools and teachers to tailor their parental engagement practice to specific community contexts. There is, however, little attention given to the built space of the school itself as an aspect of the material context within which parental engagement occurs. This article draws on a case study analysis of a single, bounded primary school in Aotearoa New Zealand, to examine how the school's built environment influences parental engagement. It involves the analysis of plans and other school artifacts, semi-structured interview transcripts of staff and parents, and the mental maps of parents. The findings reveal that multiple meanings are read from built space, with staff at risk of underestimating those readings and their agency to author new stories that better support parental engagement.
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- 2024
16. Immersive Learning in a Block Teaching Model: A Case Study of Academic Reform through Principles, Policies and Practice
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Thomas Roche, Erica Wilson, and Elizabeth Goode
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Universities across the globe are considering how to effect meaningful change in their higher education (HE) delivery in the face of the COVID-19 pandemic and shifting student learning preferences. This paper reports on a descriptive case- study of whole-of-institution curriculum reform at one regional Australian university, where more traditional 13-week semesters have been replaced with a 6-week immersive block model known as the Southern Cross Model. Based on a synthesis of literature in best practice HE pedagogy and principles, the case study draws on both a review of policy and staff interviews (N = 5) to outline the key changes necessary for successful HE transformation. Analysis revealed themes related to the vital roles of leadership, capacity building, monitoring the transition, staff adoption, and adequate technical systems in implementing a radical, multifaceted institutional transformation. Implications for practice at institutions considering reforming their curriculum model are also discussed. The findings from this case study indicate that an institutional transformation to an immersive block model requires both a considered change in institutional policy and process, as well as the appropriate resourcing of roles, governance committees, technical solutions, and, importantly, communities of practice.
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- 2024
17. Factors Affecting Academic Resilience during Crises: Cases of Secondary School Students in Phuket, Thailand
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Ratchanok Uicheng and Peson Chobphon
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Academic resilience is crucial in today's crisis-prone society. This qualitative study explored the factors that shaped academic resilience during the COVID-19 pandemic to strengthen the global literature on resilience and post-pandemic policy and practice in education. This study adopted a multiple-case study design, with the application of replication logic and data collection via semistructured interviews. The case studies featured interviews with three academically resilient students in Phuket and nine relevant informants, including parents, homeroom teachers, and local stakeholders. These interviews covered various factors surrounding personal qualities, families, peer groups, schools and teachers, communities and cultures, and the pandemic. Through thematic analysis, seven overarching themes emerged from the data: (1) achievement-oriented characteristics, (2) high aspirations, (3) COVID-19-driven adaptability, (4) self-directed learning in the use of online resources, (5) healthy family functioning, (6) role models, and (7) social support in the context of a giving culture.
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- 2024
18. Foucault, Governmentality and the Performance Management of Academics: A Case Study at a South African University
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Cindy Ramhurry and Runash Ramhurry
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This article examines the power dynamics underpinning performance management at a selected South African university. It specifically employs Michel Foucault's (1977) ideas on Governmentality to interpret the envisioning of performance management in this context at the level of Policy. The study employed a qualitative research methodology to address the questions at hand. Data were generated from one primary source: a discourse analysis of the Performance Management Policy (2013) at a selected university in South Africa. Using Michel Foucault's (1991) theories on governmentality, a discourse analysis of Performance Management Policy documents was conducted with the goal of critically interrogating the kinds of new academic subjectivities being created in South African higher education. The findings show that the Policy on Performance Management at the university in question works towards creating academic subjects which conform with the university's expectations and are consistently self- regulated. Findings also show that management of academics is constantly controlled and regulated by a powerful matrix of governance, comprising the university and the wider global community. This paper recommends that performance management discourses should take into stronger cognizance the matter of academic freedom and autonomy. We further recommend that Policy developers and management teams at universities be conscious of the complex forces of power that shape academic identities so that their policies move away from oppressive discourses. We argue that there is much we can learn from governmentality theory if we hope to build more just and equitable societies going forward.
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- 2024
19. Investigating the (Mis)alignment between Expenditures and Policy to Improve Multilingual Learner Programs
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Amy Correia, Rabia Hos, and James Cahan
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States and districts share an obligation to provide Multilingual Learners (MLLs) with access to high quality language programs that are proven to be effective in minimizing opportunity gaps between MLLs and non-MLLs. This article reviews how local education agencies (LEAs) allocated their state-issued funding to improve MLL language programs and increase student outcomes. Findings reveal that of the total state-issued MLL funding, LEAs used 88.7% on teacher salaries and benefits, 5.1% on teacher professional development, 4.9% on language program implementation, 0% on language program evaluation, and a small percentage of funding remained unspecified. Collectively, these findings indicate that LEAs did not adhere to the state's funding policies, nor did the state follow their own policies to regulate the LEAs' expenditures. We close with a discussion on how the state can improve their function as an organizational leader and serve as a model for other stakeholders in the shared obligation of the education of MLLs.
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- 2024
20. Reviewing Education Policies to Advance Equity. Systemic Equity Review
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WestEd, David Lopez, Erica Mallett Moore, and Amanda Nabors
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Education policies serve as potent tools for advancing equitable outcomes and systematically addressing inequities in schools and districts. But education policies often mirror inequities and bias-based beliefs within the K-12 education system. Increasing educational equity is key to overcoming the status quo and improving educational outcomes for historically disenfranchised students in K-12 public education. This brief explores five critical equity domains that education practitioners can use to examine and assess how equitable their education policies are: (1) Focus on educational equity and access; (2) Rejection of bias-based beliefs; (3) Student, family, and community involvement; (4) Evidence base and data practices; and (5) Support for culturally responsive-sustaining education. [Funding for this report was provided by WestEd's Strategic Investment Fund.]
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- 2024
21. Navigating Parental Rights: A Study of Virginia'S Model Policies on Transgender Student Treatment
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Dustin Hornbeck
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In this study, I explore the discourse surrounding parental rights in U.S. public schools, with Virginia as a focal point. Analyzing two sets of model policies regarding the treatment of transgender students--one established under a Democratic governor and another implemented following the election of a Republican candidate championing parental rights--this research employs qualitative content analysis to gain insight into the contemporary parental rights movement in educational settings. Five key themes emerged: 1. Reliance on expert opinions; 2. Variation in depth and breadth of information within policies; 3. Transgender student inclusion in policies; 4. Student and parent focus imbalance; and 5. Adherence to legal intent. The findings indicate a shift in emphasis from addressing gender identity concerns to prioritizing parental rights, with ramifications for the broader political landscape. This research enriches the ongoing dialogue on the role of parents in education and the consequences of the conservative parental rights movement for educational policy.
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- 2023
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22. From Vulnerable Subjects to Research Partners: A Critical Policy Analysis of Biomedical Research Ethics Guidelines and Regulations
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Maria Cristina Murano
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Over the last three quarters of a century, international guidelines and regulations have undergone significant changes in how children are problematised as participants in biomedical research. While early guidelines enacted children as vulnerable subjects with diminished autonomy and in need of special protection, beginning in the early 2000s, international regulatory frameworks defined the paediatric population as vulnerable due to unaddressed public health needs. More recently, ethical recommendations have promoted the active engagement of minors as research partners. In this paper, I adopt a post-structuralist approach to policy analysis to examine deep-seated assumptions and presuppositions underlying the changes in the problematisation of children as biomedical research participants over time. While biomedical research ethics focuses on the autonomy and vulnerability of minors, ethical guidelines are situated in specific sociocultural contexts, shaped, among other things, by contingent public health needs and changing conceptions of the value of research and science for society. In the process, I demonstrate the challenge of moving away from an approach that in taking adults as the model overshadows the complexity of children's lived experiences as well as their personal, cultural, and social lives. The lack of acknowledgement of this complexity makes children vulnerable to epistemic injustice, which is particularly crucial to address in public involvement initiatives.
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- 2024
- Full Text
- View/download PDF
23. Does School Choice Affect Private School Tuition? Backgrounder. No. 3785
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Heritage Foundation, Center for Education Policy, Bedrick, Jason, Greene, Jay P., and Burke, Lindsey M.
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In the past three years, more than 20 states have enacted new education choice policies or expanded existing ones. Several more states are considering adopting policies that would allow parents to choose the learning environments that align with their values and work best for their children. However, some critics have raised concerns that school choice policies might spur increases in private school tuition, thereby undermining efforts to expand education options. A review of the research literature by the Martin Center found that the research "suggests that federal student aid increases university tuition rates, perhaps by as much as 60 cents on the dollar." The effects of these subsidies are evident. In inflation-adjusted dollars, the national average cost of college tuition and fees has risen 239 percent since 1980. In order to determine the effects of school choice policies on private school tuition, the authors analyzed 10 years of tuition data from Private School Review. The data show that, overall, the adoption of private school choice policies does not elevate tuition rates. If anything, the estimated effect shows that enacting school choice results in private schools charging lower tuitions than they otherwise would, although that effect is not statistically significant.
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- 2023
24. Interscholastic Policy Debate Promotes Critical Thinking and College-Going: Evidence from Boston Public Schools. EdWorkingPaper No. 23-825
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Annenberg Institute for School Reform at Brown University, Beth E. Schueler, and Katherine E. Larn
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Few interventions reduce inequality in reading achievement, let alone higher order thinking skills, among adolescents. We study "policy debate"--an extracurricular activity focused on improving middle and high schoolers' critical thinking, argumentation, and policy analysis skills--in Boston schools serving large concentrations of economically-disadvantaged students of color. Student fixed effects estimates show debate had positive impacts on ELA test scores of 0.13 SD, equivalent to 68% of a full year of average 9th grade learning. Gains were concentrated on analytical more than rote subskills. We find no harm to math, attendance, or disciplinary records, and evidence of positive effects on high school graduation and postsecondary enrollment. Impacts were largest among students who were lowest achieving prior to joining debate.
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- 2023
25. Teachers' Workload Policy: Its Impact on Philippine Public School Teachers (Public Policy Analysis and Review)
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Tarraya, Hilger Ojos
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Teachers' workloads are common subjects of study. However, despite the pieces of literature and the endless calls for action, this remains among the prevailing issues in education. Hence, this paper aims to explore the policies further by gathering and analyzing the implications of workload policy and working hours of public school teachers, in the hope of producing a substantial view of the current impact of these policies on the field. Specifically, its (1) effectiveness; (2) efficiency; (3) economy; (4) equity; and (5) impact. The researcher's purpose is not to generalize teachers' views, competence, and performance but to review and analyze the prevailing issues and concerns evident in the existing literature and studies. The Systematic Review and Meta-Analysis (SR/MA) was used to analyze the implications of workload policy and working hours of public school teachers. The primary sources of data are the policies, literature, and studies on teachers' workloads, selected through purposive sampling. Thematic analysis using a deductive approach was used to qualitatively analyze the data. The findings revealed that heavy workloads influence teachers' overall effectiveness and efficiency. Moreover, these issues need to be addressed critically to augment the resources the government can provide to improve access and quality of education since education is vital in sustaining the Philippines' economy. Based on the findings of this analysis, the following strategies and actions are suggested: policymakers shall have a comprehensive review and analysis of the policy; reduce workloads; improve the data management system; improve the staffing system; hire additional non-teaching personnel; quality teachers' mentoring programs through professional learning communities (PLCs); programs of other government agencies implemented in schools must be facilitated by the concerned government office/agency, instead of fully delegating the implementation, monitoring, and reporting to teachers; and enhance teachers' welfare programs. [This is the online version of an article published in "Puissant" (ISSN 2719-0153).]
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- 2023
26. Regionalization and Policy Mobilities in Comparative Perspective: Composing Educational Assemblages in Quasi-Federal Polities
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Jules, Tavis D. and Salajan, Florin D.
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We employ a policy assemblage, mobilities, and mutations framework to analyze the geographies that constitute and reflect educational policy circulation at the regional or supranational level in trans-regional regimes and/or quasi-federal polities such as the European Union (EU) and the Caribbean Community (CARICOM). Recognizing that policies are mobile in a fragmentary fashion as they are re/dis/assembled in specific ways, places, and purposes, we move beyond methodological nationalism and pay attention to the make-up of policies as they are in motion and the places they affect. In other words, using the trans-regional and/or quasifederal level, we juxtapose the tensions between policy as fixed, territorial, or place-specific against the dynamic, regional, and relational policy elements. Methodologically, we use a comparative federalist lens to trace and examine the distillation, translation, and mobilization of education policy across and between quasi-federal polities. In this sense, epistemologically, we further explicate the manner in which such policy instruments move across the various interconnected units and sites composing these federal-type entities, while (re)territorializing and deterritorializing what we construe as complex educational assemblages. We show that contra to the extant literature, in Europe/EU and the Caribbean/CARICOM, movement, and mobility involves the connectivity between policymaking sites, and policies arrive at their destination in the same form as they appeared elsewhere, allowing for forms of discursive isomorphism.
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- 2023
27. Analyzing (and Comparing) Policy Mobilities in Federal Education Systems: Potentials of a Topological Lens
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Hartong, Sigrid and Urbas, Christopher
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This contribution takes up and discusses topology as a relational approach to better understand and empirically trace policy mobilities in federal education systems. While topology echoes other relational approaches in its simultaneous focus on ongoing change and the "making" of stabilized forms (e.g., policy scales), it also brings attention to facets of policy mobility research that other approaches have, at least so far, considered to a much lesser extent. Such facets include the systematic integration of a "temporal dimension" (e.g., rhythms of scale- or policy-making) as well as the consideration of "digital/data space-times." Equally, topology reminds us that policy itself is increasingly becoming "topological"--that is to say, policy-making is increasingly ruled by movement spaces, logics of connectedness, and capacities for change, instead of formal authority, position, or transmission. Integrating these different dimensions into a heuristic framework, we illuminate what we see differently when applying a topological lens to policy mobility analysis in federal education systems, using the example of German education policies since the 2000s, particularly transformations induced by the ongoing pandemic, as a case study.
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- 2023
28. Policy Mobilities in Federal Systems: The Case of Proyecta tu Futuro, a Social Impact Bond for Education and Employment in the City of Buenos Aires
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Esper, Tomás and Acosta, Felicitas
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Global policy mobilities have been studied predominantly at the national level of education, but their implications and effects at the subnational level have been disregarded. This paper analyzes Proyectá tu Futuro, the first social impact bond (SIB) for education and employability implemented in Buenos Aires, Argentina. Since 2010, SIBs have become a booming type of policy, rapidly traveling and being adopted across countries and policy spheres. SIBs aim to align the incentives of the private sector--the third sector--and the public sector to obtain results while improving public-policy efficiency. However, often it is policy entrepreneurs' agendas and not results or efficiency goals that trigger SIBs' adoption. In this study, we analyze the diffusion of SIBs as policy mobilities and the processes of adoption and translation in the context of Buenos Aires. To this end, we draw on an analysis of policy documents, existing legal frameworks, and interviews with key actors. Our findings point to the role of "glocal" policy entrepreneurs as key agents for the adoption and translation of SIBs, as well as their capacity to advance their own agendas in the context of global policy mobilities in federal education systems.
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- 2023
29. Durability and Debate: How State-Level Policy Actors Frame School Choice
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Daramola, Eupha Jeanne, Allbright, Taylor N., Marsh, Julie A., Jabbar, Huriya, and Kennedy, Kate E.
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School choice policies have become a prominent feature of K-12 education in recent decades, reflecting the broader institutionalization of market-based political ideology in education. In this qualitative multiple case study, we draw on framing theory and interviews with 57 state-level education policy actors to explore the nature of the continued debate over school choice in five U.S. states. We find five patterns of framing choice as beneficial, centering around five purported goals-- quality, equity, liberty, plurality, and innovation--along with critiques of these frames. Our findings illustrate that despite the contested nature of these policies, the broad appeal and flexibility of "choice"' helps to explain its durability.
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- 2023
30. Durability and Debate: How State-Level Policy Actors Frame School Choice
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Eupha Jeanne Daramola, Taylor N. Allbright, Julie A. Marsh, Huriya Jabbar, and Kate E. Kennedy
- Abstract
School choice policies have become a prominent feature of K-12 education in recent decades, reflecting the broader institutionalization of market-based political ideology in education. In this qualitative multiple case study, we draw on framing theory and interviews with 57 state-level education policy actors to explore the nature of the continued debate over school choice in five U.S. states. We find five patterns of framing choice as beneficial, centering around five purported goals--quality, equity, liberty, plurality, and innovation--along with critiques of these frames. Our findings illustrate that despite the contested nature of these policies, the broad appeal and flexibility of "choice"' helps to explain its durability.
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- 2023
- Full Text
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31. Achievement Level Description Review for the National Assessment of Educational Progress Grade 8 Science, U.S. History, and Civics Assessments
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National Assessment Governing Board, NCS Pearson, Inc., Moyer, Eric L., and Galindo, Jennifer
- Abstract
The National Assessment Governing Board (the Board) contracted with Pearson to design and implement a review of the achievement level descriptions (ALDs) for National Assessment of Educational Progress (NAEP) Grade 8 assessments in Science, U.S. History, and Civics. This document describes the procedural and technical aspects and outcomes of the operational ALD Review study. This study commenced after Pearson had completed an ALD Review study for Mathematics and Reading in 2022, which itself was undertaken on behalf of the Board for the reasons noted in the Background section of this report. In particular, this report addresses the Board's updated achievement levels policy that called for the development of Reporting ALDs, which state what student performance associated with each NAEP achievement level likely can demonstrate related to the assessment content, and how these align with the existing content ALDs included in the frameworks and achievement level policy definitions. [For the 2022 report, "Achievement Level Description Review for the National Assessment of Educational Progress Mathematics and Reading Assessments. Final Process Documentation and Technical Report," see ED627620.]
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- 2023
32. A Proposed Typology of Improvement Science in State ESSA Plans
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Cunningham, Kathleen M. W. and Osworth, David
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This study aims to illustrate how states include an improvement science approach to educational improvement in their Every Student Succeeds Act (ESSA) state plan. Through a qualitative content analysis of 52 state ESSA plans, we propose an introductory organizational typology to categorize states based on their explicit inclusion of improvement science-related terminology in their plan. Our typology included three categories: Non-Presence, Emergent Presence, and Presence. Our findings suggest that states varied in how much improvement science language was included in their state plans. Findings also show there is little evidence of geographic diffusion of improvement science policy. This research connects a practice to policy gap highlighting educational stakeholders including educational professionals are increasingly using improvement science to address pressing problems of practice in their contexts in service of making the educational system more equitable; however, improvement science language is rarely included through the formalized state ESSA plans.
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- 2023
33. Obfuscating Systemic Racism: A Critical Policy Discourse Analysis on the Operation of Neoliberal Ideas in Media Representation of a School District State Takeover
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Lopez, Trish A., Riesco, Holly Sheppard, and Goering, Christian Z.
- Abstract
Education reform in the United States has unwisely focused attention on standards and accountability to the state as determined by standardized testing (Berliner & Biddle, 1995; Mehta, 2013). Stemming from the emphasis on standards-based accountability are the ideas of rapid school "turnaround" and the state's role in this process (Peck & Reitzug, 2014; VanGronigen & Meyers, 2019). The current study employed critical policy discourse analysis to examine the media's portrayal of the 2019 determination to continue or terminate state control of the Little Rock School District. The analysis highlights two argumentative frames--one that emphasized neoliberal values in support of continued state control of the district and another that focused on systemic racism as the basis for advocating for local control of the district. These frames, along with their implications for future actions within the educational policy making process, guide the discussion. Our findings suggest sustained community and media participation is needed to bring attention to education policy issues while underscoring the importance of taking a critical stance to assess media coverage.
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- 2023
34. Middle Leaders Pursuing Teacher Safety against Learner Victimization: A Policy Document Analysis
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Edwin Darrell de Klerk and June Monica Palmer
- Abstract
Various scholars have confirmed that teacher safety against learner victimization is a growing concern worldwide, and this problem is exacerbated by a lack of understanding and readiness to implement policies to address this matter. In this regard, policy implementation by middle leaders (MLs) in creating safe school environments has attracted much less interest as a possible way of addressing issues of teacher safety and the prevention of learner victimization. MLs are regarded as individuals who have the potential to lead, plan, inspire and persuade, and in so doing, they are in an ideal position to translate policy into practice. As such, this paper provides a qualitative policy document analysis of The National School Safety Framework (NSSF) premised on the theory that every individual in the school experiences safety in dissimilar ways and has unique safety needs. The NSSF is endorsed by the Department of Basic Education to guide in addressing issues of violence and safety in South African schools. Underpinned by the rational choice theory and utilizing policy document analysis, texts in the NSSF were analysed and interpreted to propose transformative policy strategies that can assist MLs in managing teachers' safety at schools more effectively. The findings suggest that administrative duties and a lack of time make it difficult for MLs to create a safe and supportive learning environment in schools. Another finding was that there is no clear plan outlined in the NSSF to guide MLs to pursue teacher safety against learner victimization in schools. To assist MLs, this paper proposes transformative policy strategies that can assist them in promoting teacher safety and preventing learner victimization in schools. The paper recommends that more explicit interpretation and implementation strategies be communicated with schools to assist them in fighting the war against violence in schools.
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- 2024
- Full Text
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35. Teaching Work and Equality in the Official Pedagogic Discourse in Argentina (2003-2019)
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Alejandro Vassiliades
- Abstract
This article is aimed at analysing the modes in which educational instruction and equality are joined together in the official pedagogic discourse in Argentina during the period 2003-2019. This short period encompasses two moments of engaging in debates over the nature of this articulation--namely, the presidencies of Néstor Kirchner followed by Cristina Fernández (2003-2105) and that of Mauricio Macri (2015-2019). The analysis will be constructed through conceptual tools and methodologies arising from a political analysis of the discourse and will involve a set of documents that constitute expressions of the official discursiveness on the national level. The trajectory realised in this review considers three political-pedagogical antagonisms throughout the length of the period analysed: regarding (i) the idea of equality in official discourse, (ii) pedagogy as specific language for the construction of educational policies, and (iii) the degree of politicizing in the training and work of teachers.
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- 2024
36. Small Advances and Swift Retreat: Race-Conscious Educational Policy in the Obama and Trump Administrations
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Siegel-Hawley, Genevieve, Frankenberg, Erica, McDermott, Kathryn, McCollum, Sarah, Scott, Janelle, and DeBray, Elizabeth
- Abstract
The three terms comprising the Obama and Trump presidencies provide an opportunity to understand the evolution of race-conscious education policy in an increasingly multiracial, unequal, and divided society. Through document review and interviews with civil rights lawyers, government officials, congressional staffers, and intermediary organization personnel, we sought to understand how Obama officials envisioned and changed the role of the federal government in fostering K-12 race-conscious educational policies and what mechanisms they used to advance priorities. We also explored changes Trump administration officials made to federal civil rights policies and through which institutional means. Our findings reveal through-lines between past and present political agendas and the methods for enactment. Obama's interagency efforts to reinvigorate civil rights oversight and enforcement in education harkened back to the mid-1960s era of bipartisan cooperation around school desegregation. Yet the decades-long legal and policy retrenchment against civil rights advances made in the 1960s constrained further progress. Trump's administration advocated for the privatization of public education through increased choice and opposed race-consciousness in education law and policy. The reshaping of the federal judiciary under Trump presents challenges for race-consciousness in the law for years to come. Recognizing these consistent through-lines and constraints will be essential for advocates and policymakers going forward.
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- 2023
37. Education Policy Transfer and Policy Change: Examining the Case of the National Assessment and Examination Center of Georgia
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Tabatadze, Sandro and Dundua, Salome
- Abstract
Policy change is an integral part of the modern education policymaking process. Policy changes can be done with different tools, one of which lies in policy transfer. The cons and pros of the education policy change and transfer can be seen comprehensively in post-socialist states, as the education system changed fundamentally in line with transferring policies and its aims, content, and instruments. The article deals with the process of education policy transfer and change based on the National Assessment and Examination Center (NAEC) case of Georgia. Based on the orthodox framework proposed, elaborated with the policy change concept, the article tries to determine the links between policy change and policy transfer and to identify facilitating and hindering factors of education policy change in the case of NAEC. Results show that all hindering factors are more or less linked to Soviet Inertia and post-soviet heritage: societal fears and pressure and the supra-centralization way of policymaking slow down the path of education policy transfer. However, if political, financial, and organizational support, both from outside and inside the country, coincides, it is more likely that education policy transfer and change to be successful. The article's findings can benefit the education policy theory in terms of developing and criticising the proposed assumptions, focusing on either post-soviet education transformation or policy administration.
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- 2023
38. Resegregation Will Not Happen on Our Watch: The Political and Social Context Surrounding Voluntary Integration in Wake County Public School System
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Ayscue, Jennifer B., Barriga, Daniela, and Uzzell, Elizabeth M.
- Abstract
As resegregation occurs across the country, some school districts are pursuing voluntary integration. This qualitative case study uses critical policy analysis to explore the political and social contexts surrounding the early stages of developing a voluntary integration plan in Wake County Public School System, North Carolina. Through analysis of interviews with school board and community members as well as a range of documents, findings indicate that population growth and residential development, the proliferation of unregulated school choice, varied perspectives of community stakeholders, inequitable distribution of power and resources, and school board politics largely shape the process of developing a voluntary integration plan. Recommendations are provided for school district policies, cross-sector collaboration, and state-level policies that could strengthen the potential success of voluntary integration plans.
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- 2023
39. The Wait List as Redistributive Policy: Access and Burdens in the Subsidized Childcare System
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Jennifer W. Bouek
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This article theorizes the wait list as an underexamined vehicle of administrative burden. Wait lists are now common within the U.S. social safety net, yet little research has considered their administration. Drawing on a surprising case of Massachusetts' declining wait list for subsidized childcare, I find that administrative burdens were introduced to the list following state questioning of agency competence. The burdens have resulted in the ongoing deactivation of thousands of caseloads from the list per month and a 75 percent reduction in the total number of waiting families in just five years. My findings suggest wait lists as understudied but consequential sites of opaque policymaking that shape access to critical social services and the legibility of unmet need.
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- 2023
40. Researching Research-Based Professionalisation of Music Teachers -- A Swedish Framework to Explore Policy Enactments in Three Contexts through a (Critical) Policy Sociological Lens
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Christer Larsson
- Abstract
This article proposes and discusses a theoretical framework that combines elements from critical policy sociology and discourse theory to study enactments of policy for research-based music teaching in three Swedish policy contexts. Sweden, being the first country to incorporate legal demands for research-based education into its Education Act in 2010, provides an intriguing case study for the professionalisation and legitimisation of music teachers through academisation processes. The law revision was largely instigated by the policy pressure to address Sweden's decline in international educational quality rankings. Thus, subsequent policy efforts recurrently echo governmental ambitions to restore Sweden's former status as a renowned international knowledge economy. In the suggested framework, policy is defined and analysed in multiple forms, that is, as texts, discourses, practices, and problematisations. The framework also explores a combination of discursive psychology and policy theory to analyse rhetorical negotiations of 'spoken policy texts' among music teacher colleagues. It is hoped that the proposed framework can contribute to future studies on the effects of policy on music teachers and music education.
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- 2023
41. Ontario Special Education Funding: How Is It Determined?
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Li, Xiaobin
- Abstract
Ontario's special education grant increased from $1.6 billion in 2002-2003 to $3.2 billion in 2020-2021, representing approximately 12.5% of the overall education funding. Although demands to increase special education funding continue from an equity and inclusion standpoint, students with exceptionalities are at risk of lower achievement. This study thus examined how the special education grant for elementary and secondary students with exceptionalities in Ontario is determined, primarily through document analysis as well as the author's communication with the Ontario Ministry of Education for information not available through open documents. A review of funding information since 1998 reveals that the special education grant increases almost annually based on a variety of mechanisms encompassing six components, three of which are determined predominantly by total enrolment and three determined by claimed cases for different exceptionalities. Findings help explain how the special education grant is determined, thus informing discussion on policies regarding funding for students with exceptionalities.
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- 2023
42. The Progress Made in the Implementation of Inclusive Education Policy in Tanzania: Opinions from Parents and Students
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Maphie, Emanuel Ismael
- Abstract
This research employed phenomenological approach to explore parents and students' perspectives on inclusive education settings in Tanzanian secondary schools. Twentyfour respondents, including students and parents were involved. The study objective was to explore the students' and parents' perspectives on inclusive education settings in secondary schools in Tanzania. The study leading question was: What are the opinions of students and parents on inclusive education settings in secondary schools in Tanzania? Interviews and focused group discussions used to gather data. The findings reflected various perspectives from parents and students on secondary school inclusive education settings. Students with and without disabilities had positive perception towards inclusive education settings despite the fact that they had some reservations for improvement. For parents of children with disabilities had positive opinions towards inclusive education settings and found it appropriate to include their children with those without disabilities in a classroom. Parents of children without disabilities had negative perception and were against inclusive education. Parents also found not participating and cooperating in financing education for their children in inclusive education settings.
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- 2023
43. Policy in the Pandemic: Lost Opportunities, Returning to 'Normal' and Ratcheting up Control
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Brooks, Clare and Perryman, Jane
- Abstract
In this article, we examine education policymaking in England during the COVID-19 pandemic, focusing on the period from 2020 to 2022. We argue that the pandemic, while obviously damaging materially, economically and psychologically, seemed to have provided a rare opportunity for a step change, a chance to recalibrate and reconsider values assumed as 'truths'. However, policymaking in England appears to have been driven by a desire to return to normal as soon as possible or to double down on control. Through a rigorous policy analysis of two specific areas of policy -- initial teacher education and inspection -- we review policy and ministerial speeches, as well as academic papers, media articles and social media blogs published from the start of the pandemic in England, to analyse the extent to which policy formation was reactive in an attempt to maintain a steady state and return as quickly as possible to pre-pandemic normality and to previously stated intransigent policy positions. We suggest that this policy formation reflects a broader trend in policymaking, which seeks to use power and sustain privilege, underpinned by a constructed evidence base, to present a particular 'truth' about what needs to be done to improve education outcomes.
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- 2023
44. A Strategic Exploration of Bilingual Education Policy: An Interpretive Policy Analysis
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Strunc, Abbie, Berg, Helen, and Godwin, Amber J.
- Abstract
Language diversity in the United States has always been part of its history, yet policy and funding have not always promoted bilingualism or multiculturalism. Throughout the history of bilingual education, administrators, politicians, and policymakers have changed their preferences and practices in response to trends and ideological shifts (Crawford, 2004). Even with a plethora of research regarding the benefits of bilingualism and biliteracy in support of bilingual education (Baker, 201; Camilleri, 1996; Fuh Suh, 2022; Goodman, & Tastanbek, 2021; McCarty, 1980), the literature on bilingual policy exclusively focuses on the use of two languages as languages of instruction with the sole purpose of eventually transitioning fully to English. The purpose of this paper is to provide a strategic analysis of discourse on language policy.
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- 2023
45. Hosting Early Study Abroad Students in Ontario: Internationalization of Education Dynamics in Secondary Schooling
- Author
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Bell, Nancy, Tarc, Paul, Schecter, Sandra R., Racco, Alyssa, and Tang, Haoming
- Abstract
This study illuminates the current policy and practice dynamics and tensions of school internationalization in the province of Ontario generated by the increasing presence of international students at the secondary school level, identified as early study abroad (ESA) students. It conducts a comparative thematic analysis of a set of interviews with school- and board-level stakeholders of internationalization alongside a critical policy analysis of a key provincial policy text. We find that ESA-based internationalization is largely run out of internationalization offices resourced to focus on student recruitment and administrative support, with oversight of homestay and custodianship being significant components. The more idealistic visions of school internationalization emphasized in provincial policy and some school discourse occur in a more reactive fashion. On-the-ground "educational" support of these newcomer ESA students is shouldered by schools and educators within their existing and limited capacities, while the "intercultural" dimensions and benefits remain largely aspirational.
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- 2023
46. Assessment in Saskatchewan: Examining Provincial Approaches to Contemporary Assessment Principles through School Division Administrative Policies
- Author
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Hébert, Cristyne and LeNouail, Kent
- Abstract
In Saskatchewan, school divisions have been largely tasked with creating classroom-based assessment policy as, until very recently, the province lacked a current, Ministry-produced guiding document. Using an inductive and qualitative approach to summative content analysis, informed by a policy analysis framework, this project focused on school division administrative policies (n=24) to ascertain their alignment with contemporary assessment principles. Three principles--standards-based assessment, reliability and validity, and fairness and equity--and six sub-principles--ongoing/continuous, transparent/(involves) stakeholders, (excludes) extraneous/arbitrary factors, triangulation, differentiation, and inclusion--served as the focus of analysis, with particular attention given to how clearly and consistently principles were addressed.
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- 2023
47. A Policy Analysis of Compulsory English Classes in Japanese Universities
- Author
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Gurney, Philip, Michaud, Matthew, and Richardson, Justin
- Abstract
This policy analysis will explore the prevalence and purpose of compulsory practical English courses for students across all faculties in universities in Japan. Special attention will be given to English courses taught in two non-English major colleges within a large private Japanese university in Western Japan, which since their inception have been partially outsourced to external education institutions. The first part of this analysis will explore the broader social, cultural, political, and economic context of compulsory English courses in Japanese universities. The second part of this analysis will critically examine the policy of compulsory English courses regarding the role of teachers at Japanese universities and identify opportunities for positive change. This analysis should be particularly insightful for anyone teaching or designing curriculum for English language courses in a Japanese university, especially those who are less familiar with the policies and broader contextual forces that affect their classrooms.
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- 2023
48. Literacy Policy in Southeast Asia: A Comparative Study between Singapore, Malaysia, and Indonesia
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Rusydiyah, Evi Fatimatur, Tamin AR, Zaini, and Rahman, Moh. Rifqi
- Abstract
This study starts with two questions: why is the literacy of 15-year-old Indonesian students low, and how does this compare with other countries? This study aimed to examine the literacy policies in Singapore, Malaysia, and Indonesia and discuss the strategic policies to improve literacy in each country. The qualitative comparative research method was employed to acquire a comprehensive understanding of the literacy policies in these three countries. According to the findings, Singapore, Malaysia, and Indonesia each have distinct literacy policy trends. The context of each country's education system and language affects the government's literacy policies: Singapore emphasises industrialisation; Malaysia refers to its multi-ethnic life; Indonesia reflects the 2013 curriculum. Meanwhile, the National Library Board (NLB; Singapore), the Malaysian National Literacy Agency (Malaysia), the Language and Book Development Agency, as well as the Archive and Library Agency (Indonesia) contribute to the implementation and commitment of these literacy policies. As part of their programme implementation, each institution has a literacy activity.
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- 2023
49. Review of China's Online Education Policy, 1999-2022
- Author
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Jiang, Yu, Shang, Junjie, and Jiao, Lizhen
- Abstract
Purpose: This study traces the development of China's online education policy over the past 20 years. Design/Approach/Methods: Employing a textual research method, this study examines online education policymakers, policy content and influence, and related policies and regulations. Findings: This study identifies the starting point of China's online education policy and divides its development into four stages: namely, the pilot exploration stage (1999-2002), the standard development stage (2002-2012), the transformation stage (2012-2017), and the governance improvement stage (2017-present). Policy development reflects three characteristics: the need to meet the requirements of the times, shifting from a single management to multiple governance approach, and developing from one object for some people to one object for everyone. Current policy focuses on regulating institutions, content, and products, as well as guiding social capital to participate in online education. Originality/Value: This study systematically analyzes the development of China's online education policies, discerns policy characteristics, and identifies current policy priorities. In doing so, this study enhances our understanding of the current status and potential needs of online education in China so as to promote its development from the perspective of education policy and governance.
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- 2023
50. Anti-Queer Policy & Rural Schools: A Framework to Analyze Anti-Queer Policy Implementation in Rural Schools
- Author
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Whitten, Clint and Thomas, Courtney
- Abstract
There are more than 300 anti-Queer policies that are being proposed and implemented across the nation that impact education, including Tennessee's Senate Bill 1229; Virginia's "2022 Model Policies on the Privacy, Dignity, and Respect for all Students and Parents in Virginia's Public Schools;" and Florida's "Parental Rights in Education Bill" CS/CS/HB 1557, expanded April 2023, which prohibits topics of gender and sexuality in K-12 public education, unless related to reproductive health lessons. This policy brief offers a critique of three assumptions that can be applied to analyze how anti-Queer policies influence Queerness in rural schools. Those assumptions are: (1) Does the policy make assumptions on one type of parent? (2) How does the policy define gender and sexual identities? and (3) Will the policy erase rural queer educators and students?
- Published
- 2023
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