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| Author | : James E. Bruno |
| Publisher | : Free Press |
| Total Pages | : 344 |
| Release | : 1972 |
| Genre | : Education |
| ISBN | : |
| Author | : T. Manichander |
| Publisher | : Lulu.com |
| Total Pages | : 140 |
| Release | : |
| Genre | : |
| ISBN | : 1329755936 |
| Author | : Wayne K. Hoy |
| Publisher | : Information Age Pub Incorporated |
| Total Pages | : 243 |
| Release | : 2006 |
| Genre | : Education |
| ISBN | : 9781593114770 |
This book is the fifth in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis. Scholars, both young and established, are invited to publish original analyses, but we especially encourage young scholars to contribute to this series. The current volume is similar to its predecessors in that it provides a mix of beginning and established scholars and a broad range of theoretical perspectives; in all 14 authors contributed to 9 separate but related analyses, which were selected for publication this year. These chapters underscore the significance of educational policy in contemporary public education and in particular the impact of accountability policy on school outcomes. Public schools are increasingly being held accountable for students achieving at higher levels in both basic skills and higher-level learning outcomes. Of course, all policy is enacted by teachers in classroom and sometimes changed or distorted in the process. The challenge is to improve student outcomes without permitting accountability testing to extinguish innovation and creativity in schools. This book series on Theory and Research in Educational Administration is about understanding schools. We welcome articles and analyses that explain school organizations and administration. We are interested in the "why" questions about schools. To that end, case analyses, surveys, large data base analyses, experimental studies, and theoretical analyses are all welcome. We provide the space for authors to do comprehensive analyses where that is appropriate and useful. We believe that the Theory and Research in Educational Administration Series has the potential to make an important contribution to our field, but we will be successful only if our colleagues continue to join us in this mission.
| Author | : Pamela Cantor |
| Publisher | : Routledge |
| Total Pages | : 245 |
| Release | : 2021-06-21 |
| Genre | : Education |
| ISBN | : 100039977X |
This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.
| Author | : Michelle D. Young |
| Publisher | : Springer |
| Total Pages | : 290 |
| Release | : 2016-11-18 |
| Genre | : Education |
| ISBN | : 3319396439 |
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.
| Author | : Dr. Ananthula Raghu |
| Publisher | : Krishna Publication House |
| Total Pages | : |
| Release | : |
| Genre | : Antiques & Collectibles |
| ISBN | : 819492054X |
| Author | : Angela Urick |
| Publisher | : |
| Total Pages | : |
| Release | : 2021-02 |
| Genre | : |
| ISBN | : 9781648022548 |
| Author | : Theodore S. Ransaw |
| Publisher | : IAP |
| Total Pages | : 226 |
| Release | : 2023-06-01 |
| Genre | : Education |
| ISBN | : |
From the moment society first conceived an education system, there has been a need to have critical discussions about how best to provide education, and how best to create education policy. Because of the rapidly changing and fluid nature of technology, education has become the most crucial component to having a better life around the globe. The purpose of Emerging Trends in Education Policy: Unapologetic Progressive Conversations, is to highlight impactful policies, strategies, initiatives, and approaches to educational reform globally, nationally, as well as locally through an edited volume. Emerging Trends in Education Policy offers readers the opportunity to read contributions from researchers and policymakers who like to make a ruckus and speak to an audience that appreciates disruption. Emerging Trends in Education Policy provides space for researchers to take intellectual risks and policymakers to be on the cutting edge of educational policy change. Educators often do not have the time to research and propose policy recommendations despite the fact they are the people that deliver the content. Professors often delay their more provocative findings and suggestions until after full tenure. By encouraging chapters from professors that were K-12 teachers at one time first, and researchers second, Emerging Trends in Education Policy: Unapologetic Progressive Conversation fulfills the need for innovative policy reform based on recommendations from practitioners with direct knowledge in the field.
| Author | : National Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 383 |
| Release | : 2001-10-27 |
| Genre | : Education |
| ISBN | : 0309293227 |
Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.
| Author | : Roger Benjamin |
| Publisher | : Edward Elgar Publishing |
| Total Pages | : 201 |
| Release | : 2012-01-01 |
| Genre | : Education |
| ISBN | : 085793595X |
Using a political economy framework to analyze the current problems facing US post-secondary education, The New Limits of Education Policy tackles the questions surrounding the future of higher education. This study provides an explanation as to why improvement of teaching and learning is not a high priority for the stakeholders involved. Roger Benjamin explains why heightened recognition by the State of the importance of human capital in the knowledge economy will create the external conditions that will, in turn, create the need for an altered incentive system for these stakeholders. He goes on to make a case for additional positive incentives that would reward behavior that improves teaching and learning. The political economy framework used here suggests that post-secondary education is a common pool problem (CPP) that may soon become a permanent crisis a tragedy of the commons. The popular consensus that the post-secondary education sector, the venue for enhancing human capital, is not doing a good enough job is now combined with the prospect of continued rising costs and declining resources for colleges and universities. Anticipating a national debate about the CPP, Roger Benjamin emphasizes the need for evidence-based decision making to assist leaders in improving quality and reducing costs. The New Limits of Education Policy is an eye-opening, critical read for anyone with a vested interest in the future of higher education, including policymakers, administrators, and students and scholars of economics and public policy.
