Thematische Bibliographien / Educational Policy

Auswahl der wissenschaftlichen Literatur zum Thema „Educational Policy“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 12. Oktober 2024

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Zeitschriftenartikel zum Thema "Educational 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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Musbaing. „Educational Policy“. International Journal of Asian Education 1, Nr. 2 (03.09.2020): 53–60. http://dx.doi.org/10.46966/ijae.v1i2.35.

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This paper seeks to offer an interpretation of the significance of the core of education in an attempt to achieve public policy goals. Some publications addressing approaches, techniques, and models of learning as a means of understanding the ideal education, but there are still deficiencies attributable to educators or adults who do not see the environment as a place of training. The paper aims to provide parents, teachers, and the community with knowledge so that education is a joint obligation so that cooperation in the education system is complete. "Tri Pusat Pendidikan" are three critical elements that play an essential role in learning and become the center of educational activities, namely family education (informal education), school training (formal education), and social education (non-formal culture). The "Tri Pusat Pendidikan" idea means that learning can be done anywhere and at any time, being a mutual obligation. This principle says the society and family have a balanced responsibility for the success of education offenders, and that it is not just schools that are made and regulated as organizations that have a great (full) responsibility for the success of individuals in their educational cycle.

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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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Rapson, Mary F., und Rebecca B. Rice. „Educational Policy Implications“. Journal of Nursing Education 38, Nr. 5 (Mai 1999): 197–202. http://dx.doi.org/10.3928/0148-4834-19990501-05.

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Lord, Wayne. „Shaping educational policy“. Music Educators Journal 78, Nr. 1 (September 1991): 9. http://dx.doi.org/10.2307/3398301.

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Aviles de Bradley, Ann. „Homeless Educational Policy“. Urban Education 50, Nr. 7 (28.05.2014): 839–69. http://dx.doi.org/10.1177/0042085914534861.

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Shafer, Susanne M. „Educational Policy Formation“. European Education 26, Nr. 3 (Oktober 1994): 3–4. http://dx.doi.org/10.2753/eue1056-493426033.

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Pappas, Georgios. „EDUCATIONAL SYSTEM AND NEOLIBERAL EDUCATIONAL POLICY“. Continuing Professional Education: Theory and Practice, Nr. 2 (2020): 14–18. http://dx.doi.org/10.28925/1609-8595.2020.2.2.

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The aim of this paper is to track, record and highlight the implications of the application of market principles in education. The supporters of the above mentioned view, consider that the pedagogical science is allowed to provoke to its clientele neither «spleepiness» nor fleeing. On the contrary, those who oppose the application of the principles of the market in education, consider that by the logic of the market, schools and universities are turned into businesses and students into a two-category workforce, depending on their degrees and financial capacity. Through the examination of labour market’s implementation in education, the aims that are served and the social inequalities which are established, become apparent. Moreover, in this paper, an effort is attempted to highlight the true nature of education and the role that all participants in the educational system should play.

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IKEDA, Ken-ichi. „Diagnosing Educational Achievement Gaps in Educational Policy“. Comparative Education 2017, Nr. 54 (2017): 187–98. http://dx.doi.org/10.5998/jces.2017.54_187.

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Smith, Ralph A. „Educational Aesthetics and Policy“. Arts Education Policy Review 109, Nr. 6 (Juli 2008): 3–12. http://dx.doi.org/10.3200/aepr.109.6.3-12.

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Dissertationen zum Thema "Educational 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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Alkitani, Said S. „Exploring the role of educational theory in educational policy“. Thesis, University of Nottingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246355.

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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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Van, Wyhe Glenn Arthur. „The accounting curriculum in higher education : a study in educational policy /“. Thesis, Connect to this title online; UW restricted, 1991. http://hdl.handle.net/1773/7644.

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Isaksen, Lasse Skogvold [Verfasser]. „Educational Accountability Reform in Norway : Education Policy as Imitation / Lasse Skogvold Isaksen“. Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2018. http://d-nb.info/1161047468/34.

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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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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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Peng, Xiao. „Estimates of school productivity and implications for policy“. Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/5097.

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Thesis (M.A.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on January 8, 2008) Student awarded a Master of Arts in Economics and a Master of Arts in Statistics. Includes bibliographical references.

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Cho, Ming-shook, und 曹明淑. „Pressure groups and educational policy in Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31975069.

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Cho, Ming-shook. „Pressure groups and educational policy in Hong Kong“. [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12334601.

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Bücher zum Thema "Educational Policy"

Lee, Sing Kong, Wing On Lee und Ee Ling Low, Hrsg. Educational Policy Innovations. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-4560-08-5.

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Clune, William H. Systemic educational policy. Madison, WI: Wis. Center for Educational Policy, University of Wisconsin-Madison, 1991.

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Ingþórsson, Ágúst Hjörtur, Nikša Alfirević, Jurica Pavičić und Dijana Vican, Hrsg. Educational Leadership in Policy. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-99677-6.

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Secretariat, Council of the European Communities General. European educational policy statements. Luxembourg: Office for Official Publications of the European Communities, 1993.

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Gambia, Ministry of Education Youth Sports and Culture. Educational policy 1988-2003. Banjul: Gambia, Ministry of Education,Youth, Sports and Culture, 1988.

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1930-, Sechzer Jeri A., Pfafflin Sheila M und New York Academy of Sciences. Section of Psychology., Hrsg. Psychology and educational policy. New York, N.Y: New York Academy of Sciences, 1987.

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J, Cizek Gregory, Hrsg. Handbook of educational policy. San Diego: Academic Press, 1999.

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Council of the European Communities, Hrsg. European educational policy statements. 2. Aufl. Luxembourg: Council of the European Communities, 1986.

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Duclaud-Williams, Roger. Thatcherism and educational policy. Coventry: Warwick University, Department of Politics and International Studies, 1992.

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Council of the European Communities. General Secretariat. European educational policy statements. 3. Aufl. Luxembourg: Office for Official Publications of the European Communities, 1988.

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Buchteile zum Thema "Educational Policy"

St. John, Edward P., und Feven Girmay. „Educational Policy“. In Detroit School Reform in Comparative Contexts, 57–81. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19011-8_3.

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Nichols, Sharon L. „Educational Psychology and Educational Policy“. In Handbook of Educational Psychology, 162–88. 4. Aufl. New York: Routledge, 2023. http://dx.doi.org/10.4324/9780429433726-10.

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Lagotte, Brian W., und Quentin Wheeler-Bell. „Dominating Educational Policy“. In Neoliberalizing Educational Reform, 79–98. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-977-7_4.

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Moran, Alan. „Educational Policy Perspective“. In Digital Identity Management in Formal Education, 29–59. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003133070-2.

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Clauset, Karl H., und Alan K. Gaynor. „Educational Policy Analysis“. In Analysis of Dynamic Psychological Systems, 303–25. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4615-6440-9_12.

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Warde, Bryan. „Educational Inequality“. In Inequality in U.S. Social Policy, 273–300. 2. Aufl. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003023708-11.

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Alava, Jukka, Pia Kola-Torvinen und Mika Risku. „Educational Policy, Governance, and Leadership“. In Leadership in Educational Contexts in Finland, 11–39. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-37604-7_2.

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AbstractThis chapter investigates the educational policy and governance, and also leadership in educational contexts in Finland from the 1950s into today’s on-going reforms. The investigation continues the debates of several Finnish researchers on past Finnish educational policy and administration. In addition, it follows the recent research on how school keeping has evolved into the present educational leadership in Finland. This research also presented the general definition for Finnish educational leadership applied in this chapter. As to the description and definition of educational policy and governance, the handling will follow research on the development of Finnish educational policy and governance in the Finnish complex and dynamic operational environment during the 2000s. Finally, the chapter investigates how Finland appears to be directing and developing its educational policy, governance, and leadership into the future. This includes the analysis of the Finnish government Education Policy Account 2021, which maps Finnish educational policy, governance, and leadership into 2040, and of other relevant topical education policy documents. With the analysis, we present both future aspirations and educational policy mechanisms, efforts, and experimentation to reach the aspired education policy goals.

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Bridges, David. „Educational Research and Policy“. In Philosophy in Educational Research, 93–115. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-49212-4_6.

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Oliker, Michael A. „Educational Policy and Administration“. In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_310-1.

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Oliker, Michael A. „Educational Policy and Administration“. In Encyclopedia of Educational Philosophy and Theory, 669–74. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_310.

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Konferenzberichte zum Thema "Educational 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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OBOLENSKY, Denis, und Victoria SHEVCHENKO. „Intelligent Educational Ecosystems“. In DICTUM - FACTUM: from Research to Policy Making. Sibac, 2020. http://dx.doi.org/10.32743/dictum-factum.2020.162-171.

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„Innovative Teaching of the Course "Policy and Policy" in Colleges and Universities“. In 2020 International Conference on Educational Training and Educational Phenomena. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000944.

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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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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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Xiuqin, Yang. „Achievement gains from Educational Policy Reform“. In ICEIT 2019: 2019 8th International Conference on Educational and Information Technology. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3318396.3318434.

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Aydayeva, Gunay, Jamila Mustafina, Liliya Mustafina, Galina Kalinina, Gulnara Ganieva, Egor Petrov und Leysan Zaripova. „EDUCATIONAL LANGUAGE POLICY IN DAGESTAN, RUSSIA“. In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1069.

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Wahlstrom, Ninni. „Policy of Distrust: Mobilizing Educational Reforms“. In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1570925.

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Karabanova, I. V., und М. А. Karabanova. „CONTEMPORARY STATE OF EDUCATIONAL SYSTEM“. In Культура, наука, образование: проблемы и перспективы. Нижневартовский государственный университет, 2021. http://dx.doi.org/10.36906/ksp-2021/50.

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The current state of preschool, general, secondary vocational, and higher education in Russia are considered. The actual directions on the implementation of state policy in the educational field were determined for each level. A system of measures in the educational field is proposed. It will make Russian education competitive in the international market of educational services.

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Berichte der Organisationen zum Thema "Educational Policy"

Лисоконь, Ілля Олександрович. Regulatory and Legal Basis of Ukraine’s Investment Policy in the Field of Higher Education. Kryvyi Rih State Pedagogical University, 2020. http://dx.doi.org/10.31812/123456789/4269.

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Elaboration and implementation of investment programs for the development of modern universities, cooperation with the business sector, public investment aimed at modernization of the educational environment, implementation of grants, etc. can now be considered as structural components of investment activities of higher education institutions in the context of strategic planning. Therefore, the process of active reform of the educational sector of Ukraine and its integration into the European educational space require a review of approaches, methods and forms of management of education and educational institutions, in particular on investment policy.

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Grossman, Herschel, und Minseong Kim. Human Capital and Predation: A Positive Theory of Educational Policy. Cambridge, MA: National Bureau of Economic Research, Februar 1998. http://dx.doi.org/10.3386/w6403.

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Lang, Kevin. Does the Human-Capital/Educational-Sorting Debate Matter for Development Policy? Cambridge, MA: National Bureau of Economic Research, April 1992. http://dx.doi.org/10.3386/w4052.

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Green, Crystal, und Clara García-Millán. Policy Report: Social & Emotional Learning. HundrED, Mai 2022. http://dx.doi.org/10.58261/gqnj2653.

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Social and emotional skills are crucial for all of us to thrive in today’s unpredictable world. Thus, social and emotional learning (SEL) has become a top priority on the agendas of education stakeholders in many countries. From an equity perspective, ensuring that every child has access to SEL requires a systemic approach and a strong commitment from those responsible for formulating educational policies. This policy report is aimed at policymakers eager to widen their understanding, address the challenges and increase the opportunities for social-emotional learning in their education system. The report is a joint effort by HundrED and the LEGO Foundation to highlight relevant research, share key challenges and showcase successful solutions implemented across the world.

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Ketcheson, Kathi. Organizational Responses to Educational Telecommunications Policy in Three States: Oregon, Colorado, and Utah. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.1235.

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Vos, Rob. Educational Indicators: What's to Be Measured? Inter-American Development Bank, Januar 1996. http://dx.doi.org/10.18235/0011588.

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Currently, numerous strategies and new initiatives for improving quality of schooling at the primary and secondary levels are being considered and implemented, with strong support from multilateral agencies, including the World Bank and the IDB. These initiatives include increasing availability and quality of teaching materials, in-service training of teachers, improvement of teaching methods, supply of subsidized breakfast and lunches at school, etc. There is little dispute these are important and necessary interventions. However, the design, monitoring and evaluation of the cost-effectiveness of these programs and of the educational sector in general is hampered by persistent deficiencies in the quality and timely availability of educational statistics. The objective of the present paper is to provide a framework for the identification of relevant educational indicators. Which are relevant types of information depends on what one wishes to analyze for which policy need. Accordingly, the paper conceptualizes two typologies. The first identifies different types of operational educational indicators, distinguishing between input, access, output and outcome indicators to show that an appropriate information system requires to cover the whole process from supplying educational services, demand factors and accessibility, to results in terms of educational performance and externalities derived from enhanced human capital formation. The second typology distinguishes various types of policy-relevant analysis, such as the assessment of educational performance and needs, cost-effectiveness analysis of educational programs, impact evaluation and assessment of externalities. The informational needs in terms of indicators are specified for each type of policy analysis. The paper concludes with a specification of priority needs in data improvement.

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Morze, Natalia V., und Viktoriia O. Kucherovska. Ways to design a digital educational environment for K-12 education. [б. в.], Juni 2021. http://dx.doi.org/10.31812/123456789/4438.

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Most educational institutions strive to create favourable conditions for students which meet educational needs of each student. It leads to high demand in the digital educational environment of K-12 education institutions. The article is devoted to the description of the concept, components and ways of designing the digital educational environment of a K-12 education institution through the transformation of educational activities. The importance of developing an educational policy of an educational institution in the field of digital technology is described. Authors present the model and the ways of designing the digital educational environment of the K-12 education institution. The necessity of self-assessment of digital technologies usage in the educational process by all its participants is substantiated; the ways of application of the European tool SELFIE for carrying out such self-analysis are described. Based on the adaptation of all components of the tool SELFIE for Ukrainian education, the results of its usage at one of the secondary schools in Kyiv are presented.

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Oldehoeft, Arthur E. Foundations of a security policy for use of the National Research and Educational Network. Gaithersburg, MD: National Institute of Standards and Technology, 1992. http://dx.doi.org/10.6028/nist.ir.4734.

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Dhakad, Moradhvaj, und Samir KC. MORTALITY DIFFERENTIALS BY EDUCATIONAL ATTAINMENT GLOBALLY. Verlag der Österreichischen Akademie der Wissenschaften, September 2024. http://dx.doi.org/10.1553/0x003f4a9d.

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The mortality status across the population is determined by its level of socioeconomic development. Education significantly impacts a population's health and lifespan, with more educated individuals tending to live longer than their less-educated counterparts. However, the impact of education on mortality may differ across countries, and the evidence on mortality by educational attainment is primarily limited to low-mortality countries. Understanding mortality differentials by educational attainment is critical for social and health policy formation, and for comprehending the current and future prospects of the population. The Wittgenstein Centre (WIC) population projections in 2013 (WIC2013) and 2018 (WIC2018) assumed standardised mortality differentials by educational attainment based on evidence from a limited number of countries. The updated WIC global population projections in 2023 (WIC2023) now account for age-sex-specific heterogeneity in mortality and migration by educational attainment. This paper describes the data and methods used to estimate mortality by educational attainment in the base year globally. Finally, we analyse mortality patterns by educational attainment for males and females across countries using multiple data sources.

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Gershberg, Alec, Asnake Kefale und Belay Hagos Hailu. The Political Economy of Educational Reform and Learning in Ethiopia (1941-2021). Research on Improving Systems of Education (RISE), März 2023. http://dx.doi.org/10.35489/bsg-rise-2023/pe09.

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This report analyzes the trajectory of reforms to improve learning outcomes in Ethiopia across three regimes (HSI, Derg, and EPRDF) since 1941. It employs a political settlements approach to trace the motivations, interests, and actions that led to certain policy choices, and draws on primary and secondary data sources to assess impacts on the education sector. The analysis focuses on three themes in particular: the politics of educational (learning) policymaking; national (regional) examinations and teacher career paths. Ultimately, the report argues that improving learning outcomes would require professionalization of education policy-making along with an impetus to improve policy continuity.

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