Thematische Bibliographien / Education policy

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Auswahl der wissenschaftlichen Literatur zum Thema „Education policy“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 24. Juni 2024

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Zeitschriftenartikel zum Thema "Education policy"

Tello, César. „Theoretical Reflections on Research in Educational Policys. Epistemologies of Education Policy Approach“. Advances in Social Sciences Research Journal 1, Nr. 7 (30.11.2014): 49–65. http://dx.doi.org/10.14738/assrj.17.638.

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Mardonov, Ravshan. „Eastern Philosophy Of Education And Educational Policy: Features And Priorities“. American Journal of Social Science and Education Innovations 03, Nr. 02 (28.02.2021): 288–94. http://dx.doi.org/10.37547/tajssei/volume03issue02-46.

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Based on the study of philosophical and pedagogical literature, the article analyzes the features of the philosophy of education, the educational system and educational policy of Eastern countries, using the example of Japan and China. The conclusion is substantiated that the western and eastern systems of education coexist in addition to each other. The East needs knowledge and information. The West needs wisdom and education.

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Gulati, Sunita. „Education Policy“. Indian Journal of Public Administration 32, Nr. 3 (Juli 1986): 826–54. http://dx.doi.org/10.1177/0019556119860329.

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Nikita, Dimitra Pavlina. „Education policy“. Journal of Education Policy 29, Nr. 5 (16.06.2014): 716–17. http://dx.doi.org/10.1080/02680939.2014.916530.

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Howlett, John. „Education policy“. British Journal of Educational Studies 61, Nr. 4 (Dezember 2013): 494–95. http://dx.doi.org/10.1080/00071005.2013.843936.

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Allen, Rebecca. „Education Policy“. National Institute Economic Review 231 (Februar 2015): R36—R43. http://dx.doi.org/10.1177/002795011523100105.

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This article summarises the 2010–15 Coalition government's education policy, contrasting their attempts to liberalise education markets with the desire to impose a highly traditional curriculum. The government's quite radical reforms have not been easy to implement, taking place against severe budgetary constraints and a minority Coalition partner with ambitions to improve the educational outcomes of children from low income families. It could be argued that the reforms have been successfully implemented, and there is little prospect of wholesale reversal by any future government. However, their combative approach to reform leaves a demotivated teacher workforce, a possible impending teacher recruitment crisis as the economy recovers, and a tangled web of accountability structures that will need to be resolved.

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van Meerkerk, Edwin. „Policy in Arts Education – Arts Education in Policy“. International Journal for Research in Cultural, Aesthetic, and Arts Education 2023, Nr. 1 (14.08.2023): 61–65. http://dx.doi.org/10.31244/ijrcaae.2023.01.011.

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DeHaan, R. L. „EDUCATION: Toward Rational Education Policy“. Science 312, Nr. 5772 (21.04.2006): 368a. http://dx.doi.org/10.1126/science.1127388.

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Slee, Roger, und Amy Stambach. „Globalizing education policy“. British Journal of Sociology of Education 31, Nr. 3 (19.04.2010): 353–58. http://dx.doi.org/10.1080/01425691003700904.

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Eisner, Elliot W. „Arts Education Policy?“ Arts Education Policy Review 101, Nr. 3 (Januar 2000): 4–6. http://dx.doi.org/10.1080/10632910009600242.

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Dissertationen zum Thema "Education policy"

Zangmo, Zinpai. „Educational policy borrowing in the Bhutanese education system“. Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/122873/1/Zinpai_Zangmo_Thesis.pdf.

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This study focussed on analysing educational policy documents to understand the history and discourse of educational policy borrowing practice in Bhutan's K-12 education system. The conceptual framework drew on theories of globalisation and the theory of discourse. An interpretivist methodology drawing on James Paul Gee's discourse analysis was employed to comprehend the education policy borrowing and policy learning practices within the K-12 education policies of Bhutan. The findings revealed that while there is a complex system of policy borrowing influenced by the phenomenon of globalisation, there are discourses that stress the importance of Gross National Happiness and local themes. The study concludes by stating that policy borrowing and policy learning are important aspects of Bhutanese education policy.

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Westgate, Barbara Frances. „Education law and policy“. Thesis, Boston University, 2006. https://hdl.handle.net/2144/27795.

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Boston University. University Professors Program Senior theses.
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-02

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Adams, Paul Derrick. „Education, education policy and the politics of pedagogy“. Thesis, University of Hull, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.550506.

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溫家豪 und Kar-ho Calvin Wan. „Government policy on tertiary education“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41006094.

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Wan, Kar-ho Calvin. „Government policy on tertiary education“. Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41006094.

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Watkins, Larae Anne. „Contributions of vocational education to educational reform as perceived by vocational education policy influencers“. Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1240407685.

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Peera, Rishma. „Tanzanian educational policy : effects on women's participation in formal education“. Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23349.

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Female participation in all spheres of society is crucial in the development of a nation. One way of increasing this participation is through education in the formal system because it provides more opportunities in a modernizing society. This study presents the situation of women in education in the context of Tanzania, which has developed policies geared towards equality at all levels of society. Tanzanian educational policies have attempted to equalize opportunities for everyone regardless of race, gender and social class. A few of those policies have succeeded in reducing gender imbalances without however changing attitudes towards women's potential in the development of the nation. This study attempts to demonstrate that educational policies affect female participation in a positive manner but essentially in quantity. In the context of Tanzania, quality in education had not been a priority as much as the commitment to mass education. Therefore, female education has evolved at a lower quality than male education, thus affecting outcome in terms of opportunity. Quality education and opportunity for women will only be possible if the school, family, community and all societal institutions join in a comprehensive effort to break barriers which now prevent their full participation.

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Patrick, Andrew P. „Educator Evaluation and Bilingual Education Policy| A Three Article Dissertation“. Thesis, Manhattanville College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10642032.

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The time between the passage of the No Child Left Behind Act of 2001 and its replacement, the Every Student Succeeds Act of 2015, marked a period of unprecedented policy-driven education reform. Unfortunately, the major objectives of the policy were not achieved, and the very problems it sought to fix still exist. One reason for this was an overreliance on testing and test scores as a lever for change. This study’s purpose was to explore the ways in which an educational leader could bring the tools of the practitioner-scholar to bear on public policy problems worth solving. This research question was addressed through three distinct, but interconnected, articles that utilized different methodologies. The first demonstrated the application of the tools of public policy analysis to bilingual education policy at the federal, state, and local levels. The second critiqued New York State’s student growth model used in the Annual Professional Performance Review (APPR) using quantitative methods. The third analyzed the broader APPR policy and sought to address its many shortcomings by proposing a new, viable policy alternative for consideration by policymakers. The major implications of this study include a strong caution against the use of standardized tests of student achievement to measure progress toward policy goals, a demonstration of the importance of identifying and applying criteria to assess public education policies, and a recognition of educational leaders as important actors in the policy making process.

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Tupper, Kenneth William. „Ayahuasca, entheogenic education & public policy“. Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/33764.

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Ayahuasca is an entheogenic decoction prepared from two Amazonian plants containing controlled substances, including dimethyltryptamine. Traditionally drunk ritually (and revered as a healing “plant teacher”) by Amazonian indigenous and mestizo peoples, in the 20th century ayahuasca became a sacrament for several new Brazilian religions. One of these, the Santo Daime, has expanded into Canada, where in 2001 a Montreal-based chapter applied for a federal legal exemption to allow drinking of the brew in its rituals. This dissertation undertakes a critical policy analysis of Health Canada’s decision on the Santo Daime request, using government documents obtained through an Access to Information request as data. My goals are to illustrate how modern stereotypes about “drugs” and “drug abuse” in dominant public and political discourses may hinder well-informed policy decision making about ayahuasca, and to consider how entheogenic practices such as ayahuasca drinking are traditional indigenous ways of knowing that should be valued, rather than reflexively demonized and criminalized. My research method is a critical discourse analysis approach to policy analysis, an eclectic means of demonstrating how language contributes to conceptual frames and political responses to public policy issues. I combine insights from recent research on language, discourse and public policy to show how ayahuasca has become an unexpected policy conundrum for liberal democratic states attempting to balance competing interests of criminal justice, public health, and human rights such as religious freedom. I trace ayahuasca’s trajectory as a contemporary policy concern by sketching histories of psychoactive substance use, today’s international drug control regime, and the discursive foundations of its underlying drug war paradigm. Regarding Health Canada’s 2006 decision “in principle” to recommend exemption for the Daime brew, I critique how the government defined ayahuasca as a policy problem, what policy stakeholders it considered in its decision making, and what knowledge about ayahuasca it used. To conclude, I explore modern schooling’s systemic antipathy to wonder and awe, and propose that policy reforms allowing circumspect use of entheogens such as ayahuasca as cognitive tools may help stimulate re-enchantment and appreciation of the need to address human and planetary ecological predicaments of the 21st century.

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Benhenda, Asma. „Education policy, inequalities and student achievement“. Thesis, Paris, EHESS, 2020. http://www.theses.fr/2020EHES0044.

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Cette thèse analyse l’efficacité des dispositifs mis en place par la puissance publique pour atteindre leurs trois principaux objectifs : attirer et retenir des enseignants de qualité, aider les enseignants à s’améliorer, et appareiller les enseignants à leurs élèves de façon à réduire les inégalités éducatives. Par rapport à l’essentiel de la littérature académique existante consacrée aux politiques éducatives à destination des enseignants, cette thèse élargit le champ d’analyse au rôle d’acteurs peu étudiés dans la littérature : les jurys des concours de recrutement, les inspecteurs d’académie et les chefs d’établissement, mais aussi les enseignants remplaçants, qu’ils soient titulaires ou contractuels .Elle étend enfin la discussion au système éducatif dans son ensemble à travers l’analyse d’un mécanisme d’incitations non-monétaires mis en place pour attirer et retenir les enseignants dans les établissements défavorisés
This dissertation analyses the efficiency of teacher policies in France with regard to their three main objectives: attract and retain quality teachers, help teacher progress and reduce educational inequalities through the matching of teachers to their students

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Bücher zum Thema "Education policy"

Smith, Richard, Hrsg. Education Policy. Oxford, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118680544.

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D, Marshall James, und Peters Michael 1948-, Hrsg. Education policy. Cheltenham: E. Elgar, 1999.

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Trowler, Paul. Education policy. 2. Aufl. London: Routledge, 2003.

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Education policy. 2. Aufl. New York: Routledge, 2002.

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Zanzibar. Wizara ya Elimu na Mafunzo ya Ufundi., Hrsg. Education policy. [Zanzibar]: Ministry of Education and Vocational Training, 2006.

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Karaim, Reed. Education Policy. 2455 Teller Road, Thousand Oaks California 91320 United States: CQ Press, 2017. http://dx.doi.org/10.4135/cqr_ht_education_2017.

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Jones, Tiffany. Understanding Education Policy. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6265-7.

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Fung, Dennis Chun-Lok, und Wai-mei Lui. Education Policy Analysis. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-2610-2.

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Education, New South Wales Dept of School. Aboriginal education policy. NSW, Australia: Aboriginal Education Unit, NSW Dept. of School Education, 1996.

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Education, Rwanda Ministry of. Higher education policy. [Kigali]: Republic of Rwanda, Ministry of Education, 2008.

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Buchteile zum Thema "Education policy"

Betz, Joachim. „Education“. In Development Policy, 69–80. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-35011-6_7.

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Bochel, Hugh, und Guy Daly. „Education“. In Social Policy, 267–94. 4th edition. | Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429244681-15.

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Ho, Lok Sang. „Education Policy“. In Principles of Public Policy Practice, 143–51. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-1575-3_14.

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Dodds, Anneliese. „Education Policy“. In Comparative Public Policy, 135–59. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-28489-1_7.

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Ball, Stephen J. „Education Policy“. In Developments in British Social Policy, 146–59. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-26638-8_10.

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Parker, Jonathan. „Education Policy“. In Developments in American Politics 3, 277–91. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-26834-4_13.

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el-Aswad, el-Sayed. „Education Policy“. In Countering Islamophobia in North America, 151–72. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84673-2_9.

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Tiplady, Joseph. „Education Policy“. In Neil Kinnock, 139–50. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003254393-15.

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Vohra, Ashok, und Kotta Ramesh. „Education Policy“. In On Education and the Philosophy of Education, 34–48. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003439943-6.

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Asadolahi, Salar, und Linda A. White. „Education Policy“. In Encyclopedia of Public Policy, 1–6. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-90434-0_64-2.

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Konferenzberichte zum Thema "Education policy"

Axinte, Teofan Narcis. „Educational Policy and Education Management. Study Case: Israel“. In Eighth International Scientific-Business Conference LIMEN Leadership, Innovation, Management and Economics: Integrated Politics of Research. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2022. http://dx.doi.org/10.31410/limen.2022.275.

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The world today faces new realities, conditions, and challenges as a result of the remarkable development in many fields. Across the past century, education systems all over the world have seen significant improvements. The educational system has evolved, progressed, and transformed in a way that emphasizes the democratization of education. To adapt their educational systems and objectives to the 21st century, all developed nations are coping with and confronting changes and difficulties both locally and globally. The present article wants to present some specific aspects related to educational policy and education management in Israel. Israel is a relatively new state, found in 1948 and the Israeli educational system reflects Israeli society, similarly to anywhere else in the world. In all these years of existence, Israel’s educational system has accomplished prodigious achievements. As it is obvious, Israel is a relatively young nation, hence its educational system faces various challenges, some of which are exclusive to Israel. This presentation proposes to explain briefly the roots of Israel’s education system, which began before it was recognized as a state, and will illustrate some concrete facets of the actual education system, educational policy, and education management, as well, as in Israel

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Rybkowski, Radosław. „Unpredictable Future: The Impossibility of Higher Education Policy“. In Applied Human Factors and Ergonomics Conference. AHFE International, 2020. http://dx.doi.org/10.54941/ahfe100381.

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Higher education policy, as a part of broader public policy, must be built on the foundations of government strategic planning. Modern understanding of the role of higher education emphasizes growing importance of well-educated graduates for the stability of national economies. In 2004 Poland joined European Union and tried to adjust higher education policy to the demands of knowledge-based economy of the UE. The examination of government strategic documents and regulations reflects the challenge defining and managing higher education policy. Polish ministry responsible for higher education still cannot define the strategic goals and thus the ministry questions the possibility of implementing a coherent policy.

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Hodges, Jaret. „Educator Perceptions Following Changes in Gifted Education Policy“. In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1691225.

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„Informing Policy: Mapping Information Literacy Research to Education Policy“. In iConference 2014 Proceedings: Breaking Down Walls. Culture - Context - Computing. iSchools, 2014. http://dx.doi.org/10.9776/14134.

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Sudia Permana, Elih, und Yanti Shantini. „Policy-Making in Nonformal Education“. In 3rd NFE Conference on Lifelong Learning (NFE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/nfe-16.2017.62.

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Nusantara, Henri, Agus Budiman, Tjetjep Rohendi Rohidi, Totok Sumaryanto Florentinus und M. Ibnan Syarif. „Government Policy, Local Culture, Education“. In 3rd International Conference on Arts and Design Education (ICADE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210203.006.

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Romanovska, Alina. „CULTURAL EDUCATION IN LATVIA: BETWEEN POLICY AND EDUCATIONAL PRAXIS“. In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0984.

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„Education and Power: Republican Ideology and its Educational Policy“. In International Conference on Trends in Social Sciences and Humanities. Emirates Research Publishing, 2015. http://dx.doi.org/10.17758/erpub.er815042.

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Handayani, Meni. „Utilization of National Exam Results in Advancing Educational Ecosystem to Improve the Quality of Education“. In International Conference on Educational Assessment and Policy. Badan Pengembangan dan Pembinaan Bahasa, 2018. http://dx.doi.org/10.26499/iceap.v1i1.69.

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Ershov, Bogdan, und Vladimir Chernykh. „EDUCATIONAL POLICY OF RUSSIA IN THE FIELD OF HIGHER EDUCATION“. In INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.2021151.

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Berichte der Organisationen zum Thema "Education policy"

Chowdry, Haroon, Luke Sibieta und Alastair Muriel. Education policy. Institute for Fiscal Studies, April 2010. http://dx.doi.org/10.1920/bn.ifs.2010.0098.

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Lochner, Lance. Education Policy and Crime. Cambridge, MA: National Bureau of Economic Research, April 2010. http://dx.doi.org/10.3386/w15894.

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Alvarez, Benjamin. Secondary Education: Critical Policy Issues. Inter-American Development Bank, Dezember 2000. http://dx.doi.org/10.18235/0012258.

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The purpose of this report is to identify critical issues for consideration in the development of secondary education policies in Latin America. The document follows a simple and direct logic. First, grand forces affecting the expansion, structure and curriculum of secondary schools in Latin America are briefly described. Next, dilemmas that countries typically face are posed. Finally, critical issues, that is, central policy making problems and aspects that allow international comparisons and country-specific lessons are identified.

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Spillane, Jim. Standards Deviation: How Schools Misunderstand Education Policy. Consortium for Policy Research in Education, Juni 2005. http://dx.doi.org/10.12698/cpre.2005.rb43.

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Abbott, Brant, Giovanni Gallipoli, Costas Meghir und Giovanni Violante. Education Policy and Intergenerational Transfers in Equilibrium. Cambridge, MA: National Bureau of Economic Research, Februar 2013. http://dx.doi.org/10.3386/w18782.

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Meghir, Costas, Brant Abbott, Giovanni Gallipoli und Gianluca Violante. Education policy and intergenerational transfers in equilibrium. Institute for Fiscal Studies, August 2013. http://dx.doi.org/10.1920/wp.ifs.2013.1317.

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Gallipoli, Giovanni, Costas Meghir, Brant Abbott und Giovanni L. Violante. Education policy and intergenerational transfers in equilibrium. The IFS, Juli 2018. http://dx.doi.org/10.1920/wp.ifs.2018.1618.

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Kurniasih, Heni, Valentina Y. D. Utari und Akhmadi. Character Education Policy and Its Implications for Learning in Indonesia’s Education System. Research on Improving Systems of Education (RISE), November 2018. http://dx.doi.org/10.35489/bsg-rise-ri_2018/007.

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Ahoba-Sam, Rhoda, und Lisa Nieth. Higher Education Institutes and the Twente Board: Policy Report. Center for Higher Education Policy Studies (CHEPS), 2019. http://dx.doi.org/10.3990/4.2535-5686.2019.01.

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Dearden, Lorraine, Emla Fitzsimons, Alissa Goodman und Greg Kaplan. Higher Education funding policy: who wins and who loses? Institute for Fiscal Studies, März 2005. http://dx.doi.org/10.1920/co.ifs.2005.0098.

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