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Thematische Bibliographien / Education policy / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Education policy“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 24. Juni 2024

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Rao, P. V. Narasimha. „New Education Policy“. Indian Journal of Public Administration 32, Nr. 3 (Juli 1986): 468–72. http://dx.doi.org/10.1177/0019556119860303.

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12

Ranson, Stewart. „Theorising Education Policy“. Journal of Education Policy 10, Nr. 4 (Juli 1995): 427–48. http://dx.doi.org/10.1080/0268093950100408.

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13

Ferley, Margaret. „Higher Education Policy“. Serials Review 19, Nr. 2 (Juni 1993): 65. http://dx.doi.org/10.1080/00987913.1993.10764140.

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14

van den Berg, Rudolf. „Transformational Education Policy“. Knowledge 13, Nr. 4 (Juni 1992): 440–59. http://dx.doi.org/10.1177/107554709201300404.

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15

Dopplick, Renee. „Education policy news“. ACM Inroads 7, Nr. 1 (12.02.2016): 12–13. http://dx.doi.org/10.1145/2876791.

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16

McKone, Harold T. „Presidential Education Policy“. Journal of Chemical Education 75, Nr. 9 (September 1998): 1088. http://dx.doi.org/10.1021/ed075p1088.3.

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17

Ferley, Margaret. „Higher education policy“. Serials Review 19, Nr. 2 (Juni 1993): 65. http://dx.doi.org/10.1016/0098-7913(93)90011-x.

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18

Aguilar, Carla E., und Christopher K. Dye. „Developing Music Education Policy Wonks: Preservice Music Education and Policy“. Journal of Music Teacher Education 29, Nr. 2 (01.11.2019): 78–88. http://dx.doi.org/10.1177/1057083719885335.

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The typical undergraduate music education student is focused on developing their musicianship and leadership abilities, professional education competencies, and specific pedagogical expertise. While these are desirable outcomes of a music education degree, music teachers must learn how to effectively interact with a range of policies that will influence how they navigate their professional and private lives. The purpose of this article is to outline and explore mechanisms to engage preservice teachers with educational policies and policy-related practices. We discuss resources for learning about federal and state policies related to education and music education and strategies for interfacing with policymakers. We suggest models that integrate policy topics into existing coursework and new curricular structures that may facilitate the development of “scholar-musicians.” Implications of music teacher educators bringing their role as politically active citizens into the classroom and adding political knowledge to the expectations placed on new teachers are considered.

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19

Paul, Sandeep. „Understanding the Quality Education: A Policy Perspective“. International Journal of Scientific Research 3, Nr. 4 (01.06.2012): 129–30. http://dx.doi.org/10.15373/22778179/apr2014/44.

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20

Sujatha, E., und R. Radha. „New Education Policy 2020: A Sentiment Classification“. Indian Journal Of Science And Technology 16, Nr. 9 (03.05.2023): 614–21. http://dx.doi.org/10.17485/ijst/v16i9.1164.

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21

Santoso, Budi, Bambang Supriyono, Fadillah Putra, Ainul Hayat und Bambang Slamet Riyadi. „MANAGING POLICE EDUCATION POLICY AND POLICE LEADERSHIP QUALITIES FRAMEWORK (PLQF)“. Journal of Southwest Jiaotong University 56, Nr. 6 (24.12.2021): 855–66. http://dx.doi.org/10.35741/issn.0258-2724.56.6.75.

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This research aims to understand the police education policy and its implementation in Indonesia at the ontological and sociological levels that are significant for improving the subsequent police education. The problem is very interesting to be analyzed by conducting qualitative research based on public policy theory. Managing police education policy and its implementation are needed for providing information to stakeholders related to the policy and regulations in police education. Data were collected through in-depth interviews, observation, and documentation related to police education cases in Indonesia. The data were analyzed using an interactive model supported by data reduction, display, verification, and triangulation. The results were based on ontological and sociological levels using public policy perspective to improve police education policy and its implementation practice. This result provides inputs for making better regulation on police education in Indonesia, for state agencies as public officials and practitioners to make better policy and regulation.

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22

Milana, Marcella. „Debating Global Polity, Policy Crossing, and Adult Education“. Comparative Education Review 59, Nr. 3 (August 2015): 498–522. http://dx.doi.org/10.1086/681906.

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23

Das, Prasenjit. „Recommendations And Challenges Of Teacher Education In National Education Policy (Nep) 2020“. International Journal of Research Publication and Reviews 4, Nr. 8 (August 2023): 2293–96. http://dx.doi.org/10.55248/gengpi.4.823.51490.

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24

Sugár, András, und László Trautmann. „Foglalkoztatáspolitika – oktatáspolitika – technológiapolitika Employment policy – Education policy – Technology policy“. Köz-gazdaság 15, Nr. 4 (30.12.2020): 22–48. http://dx.doi.org/10.14267/retp2020.04.04.

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A tanulmány átfogó képet ad a hazai felsőoktatás meghatározó tendenciáiról szakmánként. Azt mutatja be, hogy a jelentkezők számát tekintve hogyan megy végbe az alkalmazkodás a tudásalapú gazdaság követelményeihez. Az adatok azt mutatják, hogy a korábban alacsonyabb presztízsűnek tekintett szakmák esetében gyors felzárkózás indult el, míg a 90-es és a 2000-es évek első évtizedének divatos szakmái esetében létszámcsökkenés tapasztalható.

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25

Ulwiyah, Nur, Asrop Safii, Mujianto Solichin, Muhammad Syafii, Ali Muhsin, Lilik Maftuhatin und Dhikrul Hakim. „Policy on the Provision of Educational Funding for State and Private Higher Education Institutions“. International Journal of Research Publication and Reviews 4, Nr. 3 (März 2023): 838–45. http://dx.doi.org/10.55248/gengpi.2023.32036.

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26

TOMA, Kota. „Familialism in Education Policy and Welfare Policy“. Journal of Educational Sociology 106 (30.05.2020): 35–54. http://dx.doi.org/10.11151/eds.106.35.

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27

Rawolle, Shaun. „Policy, knowledge, education, economics: creating policy pictures“. Discourse: Studies in the Cultural Politics of Education 30, Nr. 4 (Dezember 2009): 529–38. http://dx.doi.org/10.1080/01596300903237297.

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28

Dr. T. Sarathy, Dr T. Sarathy, und C. Silambarasan C. Silambarasan. „Entrepreneurship Education in India: Need for Policy Interventions“. Indian Journal of Applied Research 1, Nr. 2 (01.10.2011): 23–25. http://dx.doi.org/10.15373/2249555x/nov2011/7.

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29

Soni, Amit. „Tribal Needs and Expectations: National Policy for Education“. Indian Journal of Research in Anthropology 3, Nr. 2 (15.12.2017): 115–19. http://dx.doi.org/10.21088/ijra.2454.9118.3217.7.

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Education has been institutionalized in the form of formal education in the schools and higher educational institutions in the remote and tribal areas gradually with the changing educational policies and programmes in the independent India with the advent of developing educational infrastructure and awareness in the remote areas. This resulted in the gradual increase in the percentage of literacy rate. But, perhaps tribal groups, especially PVTGs, could not come up effectively in full pace with their cohabitants and become part of this developing change in their villages and surroundings, due to their situational demerits. Moreover, there is a need of reform in educational policy and system for tribal communities, especially PVTGs as per their cultural needs and expectations for increasing literacy rate along with better awareness and cultural sustainability. This paper deals with the issues related with the low level of literacy in Central India along with suggestions and suitable examples from the study area.

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30

Williams, Gareth, und Janet Finch. „Education as Social Policy“. British Journal of Educational Studies 33, Nr. 1 (Februar 1985): 101. http://dx.doi.org/10.2307/3121184.

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31

Woods, Roger, und Janet Finch. „Education as Social Policy“. British Journal of Educational Studies 33, Nr. 2 (Juni 1985): 192. http://dx.doi.org/10.2307/3121519.

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32

Paulson, Julia. „Policy, Education and Conflict“. Research in Comparative and International Education 2, Nr. 3 (September 2007): 172–75. http://dx.doi.org/10.2304/rcie.2007.2.3.172.

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33

Jafarov, Sarkhan, und Yusif Aliyev. „Education Policy and Leadership“. International Journal of Innovation and Economic Development 7, Nr. 6 (Januar 2022): 14–23. http://dx.doi.org/10.18775/ijied.1849-7551-7020.2015.76.2002.

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There are several approaches in the world to determining the criteria for assessing a state’s education policy. But despite the differences, they all document the growing role of modern universities in the development of society. In many respects it is important both in terms of guaranteeing the sustainability of society and in terms of ensuring a breakthrough direction in its development. In contrast to recent times, this role has grown significantly. Due to the fairly conservative and limited social system in its function, such universities become a central link in the development of innovative economies and social spheres – the science that produces the socio-economic development of a particular region, Education, innovation centers, national or as well as global processes. In University 3.0, the third mission (innovation and commercialization of knowledge) is considered as important as the first two (education and science). Therefore, such universities in the knowledge economy become an instrument for economic growth and they trade closely with companies and governments. In other words, the scientific activity of a university is no longer “self”. It aims to produce results that can be sold (commercialized), used externally and introduced into production. Around the world, states are trying to stimulate and support these processes. In many countries, this is facilitated by opposition from high-tech companies to the reduction of the final amount of independent basic and applied research, in favor of collaborating with universities on basic research projects. As part of its innovative activities, University 3.0 is involved in supporting business activities, analysis and consultation by experts from local governments and local authorities, opening facilities, infrastructure for citizens, monitoring regional development, services to citizens are provided for lifelong learning and support student entrepreneurship projects that take into account the interests of the community. The university model of the regional innovation system suggests that universities play a fundamental role in the interactive innovation process. In this model, the university is a major producer of knowledge that can act as a link between innovation and production at the regional level.

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34

Choi, Donggeun, Henk de Vries und Danbee Kim. „Standards Education Policy Development“. International Journal of IT Standards and Standardization Research 7, Nr. 2 (Juli 2009): 43–63. http://dx.doi.org/10.4018/jitsr.2009070103.

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35

Lukin, Valeriy, und Viktoriya Korolyova. „EDUCATION AND PERSONNEL POLICY“. VESTNIK UNIVERSITETA, Nr. 8 (2018): 139–42. http://dx.doi.org/10.26425/1816-4277-2018-8-139-142.

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36

Barrio, Brenda L. „Special Education Policy Change“. Rural Special Education Quarterly 36, Nr. 2 (26.05.2017): 64–72. http://dx.doi.org/10.1177/8756870517707217.

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Research suggests that disproportionate representation of culturally and linguistically diverse students in special education has been a recurring topic of concern in the field of special education within the United States. Over the past few years, this concern has shifted to focus on the disproportionate representation of English Language Learners (ELLs) in categories of mild to moderate disabilities, specifically within the category of learning disabilities. Although improvements in educational policy have been made through federal legislation, local rural school districts continue to battle this concern, especially those in rural areas. The following article focuses on the recommendations for development, implementation, and evaluation of local policy change to improve the disproportionate representation of ELL students within rural school districts.

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37

Pant, K. C. „Education Policy for India“. Indian Journal of Public Administration 32, Nr. 3 (Juli 1986): 461–67. http://dx.doi.org/10.1177/0019556119860302.

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38

Marchant, Gregory J. „Myth-Based Education Policy“. Phi Delta Kappan 92, Nr. 7 (April 2011): 80. http://dx.doi.org/10.1177/003172171109200720.

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39

Hough, James R. „Education Policy in Canada“. Compare: A Journal of Comparative and International Education 20, Nr. 1 (Januar 1990): 5–20. http://dx.doi.org/10.1080/0305792900200102.

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40

Johnson, P. „Education Policy in England“. Oxford Review of Economic Policy 20, Nr. 2 (01.06.2004): 173–97. http://dx.doi.org/10.1093/oxrep/grh010.

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41

Sullivan, Candace, und James F. Bogden. „Today's Education Policy Environment“. Journal of School Health 63, Nr. 1 (Januar 1993): 28–32. http://dx.doi.org/10.1111/j.1746-1561.1993.tb06055.x.

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42

Taylor, Alison. „In/forming education policy“. Journal of Education Policy 17, Nr. 1 (Februar 2002): 49–70. http://dx.doi.org/10.1080/02680930110100094.

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43

Harnisch, Delwyn L. „Education: Research and Policy“. Contemporary Psychology: A Journal of Reviews 33, Nr. 8 (August 1988): 707–8. http://dx.doi.org/10.1037/025905.

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44

Elovainio, Päivi. „Developmental Policy and Education“. Scandinavian Journal of Educational Research 32, Nr. 1 (März 1988): 23–31. http://dx.doi.org/10.1080/0031383880320103.

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45

Martin, Margaret, und Ros Meek. „Policy, research and education“. Practice Nursing 10, Nr. 16 (05.10.1999): 30–32. http://dx.doi.org/10.12968/pnur.1999.10.16.30.

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46

Sousa, Jesus Maria. „Education Policy in Portugal“. education policy analysis archives 8 (10.01.2000): 5. http://dx.doi.org/10.14507/epaa.v8n5.2000.

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The Revolution of 25 April 1974 in Portugal put an end to a forty-eight year old dictatorship, opening the country to democracy. The purpose of this article is to describe education reform from the standpoint of a country that experienced a major political transition and had to start from the very beginning to devise an education policy. Rather than merely describing the organization of the Portuguese education system, I present a condensed analysis of Portuguese education policy, as I view it, making use of indicators of the nature of an education system proposed by D'Hainaut (1980).

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47

Dutta, Jayasri, James Sefton und Martin Weale. „Education and Public Policy“. Fiscal Studies 20, Nr. 4 (02.02.2005): 351–86. http://dx.doi.org/10.1111/j.1475-5890.1999.tb00017.x.

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48

Leonard, W. Patrick. „Education Policy Analysis 1998.“ Economics of Education Review 20, Nr. 2 (April 2001): 195–96. http://dx.doi.org/10.1016/s0272-7757(00)00014-5.

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49

Murphy, Karen L. „Turkey's open education policy“. Educational Technology Research and Development 37, Nr. 2 (Juni 1989): 122–23. http://dx.doi.org/10.1007/bf02298296.

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50

Stinnett, Regan. „Nanotechnology Policy and Education“. Journal of Business Ethics 109, Nr. 4 (September 2012): 551–52. http://dx.doi.org/10.1007/s10551-012-1429-9.

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