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Zeitschriftenartikel zum Thema „Educational Policy“

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Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 12. Oktober 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

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Fast, Idit. „Understanding Educational Policy Formation“. Sociology of Education 89, Nr. 1 (22.11.2015): 59–78. http://dx.doi.org/10.1177/0038040715615923.

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This study explores mechanisms underlying processes of educational policy formation. Previous studies have given much attention to processes of diffusion when accounting for educational policy formation. Less account has been given to the day-to-day institutional dynamics through which educational policies develop and change. Building on extensive governmental archival data, complemented with interviews and media analysis, I study the development and transformation of school violence policies in Israel. I argue that diffusion of global policy ideas and practices provides the menu of possible policies, while within-country struggles over legitimacy in the policy domain serve as a mechanism shaping which items on the menu becomes actual policy. Specifically, in the Israeli case, the interest in and action toward school violence were influenced by a global trend, but the actions of Psychological-Counseling Services (PCS) who struggled to assert their legitimacy as the authority on school violence in the Israeli Ministry of Education (MOE) shaped the adoption, rejection, and institutionalization of the specific school violence policy ideas and practices.

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12

Ravitch, Diane. „Hoaxes in Educational Policy“. Teacher Educator 49, Nr. 3 (18.06.2014): 153–65. http://dx.doi.org/10.1080/08878730.2014.916959.

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13

Castejón, Adriana Boogerman. „Educational Policy, Mixed Discourses“. Language Problems and Language Planning 21, Nr. 1 (01.01.1997): 20–34. http://dx.doi.org/10.1075/lplp.21.1.02cas.

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RESUMEN Política educativa, discursos contradictorios: Respuestas a estudiantes de minoñas en Cataluña En este trabajo, analizo críticamente dos documentos de política educativa que definen parte de la ideología que subyace la oferta educativa para alumnos pertenecientes a minorías etnolingüísticas o socioeconómicas en Cataluňa. Esta oferta ha sido desarrollada a través del llamado Programa d'Educació Compensatòria. En mi análisis, identifico los supuestos en que se basan dichos documentos de política educativa, y las concepciones de la diversidad cultural y lingüística implícitas en ellos. Mis principales hallazgos son los siguientes: en primer lugar, la política está formulada de una manera bastante vaga en estos documentos; en segundo lugar, la política incorpora discursos contradictorios (por un lado, pluralismo cultural y, por el otro, asimilacionismo); y, en tercer lugar, hay un obvio descuido de las lenguas maternas de los alumnos. Mi conclusión es que se necesita más investigación interdisciplinaria sobre este tema, teniendo en cuenta factores sociopolíticos y culturales, así como una colaboración más estrecha entre investigadores y políticos, con el objetivo de mejorar los niveles educativos para todos los alumnos. RESUMO Eduka politiko, miksitaj idearoj: Reagoj al minoritatanaj lernantoj en Katalunio Mi kritike analizas du dokumentojn pri eduka politiko, kiuj prezentas parton de la rezonado, sur kiu bazigas la edukaj ofertoj al lernantoj apartenantaj al etno-lingvaj au soci-ekonomiaj minoritatoj en Katalunio. Tiu oferto estis evoluigita pere de la t.n. Programa d'Educació Compensatôria. Mia analizo identigas la premisojn sur kiuj bazigas tiuj politikaj tezoj kaj la konceptojn de lingva kaj kultura diverseco, kiujn ili implicas. Miaj ĉefaj konkludoj estas: Unue, la dokumentoj vortumas la politikon sufiĉe malprecize. Due, la politiko enhavas kontraŭdirajn idearojn (unuflanke kulturan plurismon kaj aliflanke asimilismon). Kaj trie, troveblas evidenta ignoro de la denaska lingvo de la lernantoj. Mi konkludas, ke necesas plua esplorado de la temo kun konsidero al socipolitikaj kaj kulturaj faktoroj, samkiel necesas pli rekta kunlaboro inter sciencistoj kaj politikistoj por plibonigi la nivelon de edukado por êiuj.

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Mather, Patrick-André. „Creoles and educational policy“. Journal of Pidgin and Creole Languages 28, Nr. 1 (18.02.2013): 1–11. http://dx.doi.org/10.1075/jpcl.28.1.01mat.

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15

Kim, Junghyo, und Junhan Lee. „Educational Attainment and Policy“. Social Indicators Research 62/63, Nr. 1-3 (April 2003): 187–95. http://dx.doi.org/10.1023/a:1022645201018.

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16

O'Hear, Anthony. „Philosophy and Educational Policy“. Royal Institute of Philosophy Supplement 45 (März 2000): 135–56. http://dx.doi.org/10.1017/s1358246100003362.

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There is a country where teachers have high status, and in which they have qualifications on a par with members of other respected profession. Parents and children have high aspirations and high expectations from education. Children are fully aware of the importance of hard and consistent work from each pupil. Schools open on 222 days in the year, and operate on the belief that all children can acquire the core elements of the core subjects. It is not expected that a class will have a tail. Those in danger of becoming part of an incipient tail have to make up work in their breaks or after school. If the worst comes to the worst poor pupils have to repeat a year, while those who are exceptionally able will move up a year. In the primary schools, children are kept as one large group whatever their individual ability. The teacher teaches the whole group, largely from a text book, though interspersing exposition with focused questioning and discussion, so as to ensure the matter in hand has been properly assimilated by all. Lessons last 40 minutes each, with frequent breaks for letting off steam, after which it is down to work again. Pupils are frequently tested and the school Principal makes a couple of unannounced checks on homework books each term. Secondary schools are selective (grammar, technical and secondary modern), allowing whole class teaching and whole class progression to predominate up to the end of schooling. The teacher indeed is in contact with the whole class for up to 80 per cent of the lesson time. While the school certainly does have non-academic aims, the focus is clearly on academic work. There is a conviction, shared by all involved, that the social and moral dimensions of the curriculum will tend to look after themselves and emerge as by-products of a properly conducted academic study.

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17

Komorowska, Hanna. „Poland: Educational Policy Trends“. European Education 24, Nr. 2 (Juli 1992): 94–96. http://dx.doi.org/10.2753/eue1056-4934240294.

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18

Altbach, Philip G. „Changes at Educational Policy“. Educational Policy 13, Nr. 1 (Januar 1999): 5–6. http://dx.doi.org/10.1177/0895904899131001.

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19

Levin, Benjamin. „Educational Policy and Development“. International Political Science Review 11, Nr. 3 (Juli 1990): 385–95. http://dx.doi.org/10.1177/019251219001100308.

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20

Finnigan, Kara S., Jennifer Jellison Holme, Myron Orfield, Tom Luce, Sarah Diem, Allison Mattheis und Nadine D. Hylton. „Regional Educational Policy Analysis“. Educational Policy 29, Nr. 5 (30.01.2014): 780–814. http://dx.doi.org/10.1177/0895904813518102.

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21

Young, Tamara, und Wayne D. Lewis. „Educational Policy Implementation Revisited“. Educational Policy 29, Nr. 1 (Januar 2015): 3–17. http://dx.doi.org/10.1177/0895904815568936.

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22

Frey, Donald E. „Educational research and policy“. Economics of Education Review 7, Nr. 2 (1988): 261. http://dx.doi.org/10.1016/0272-7757(88)90052-0.

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23

Vandenberg, Donald. „Ideology and Educational Policy“. Journal of Educational Thought / Revue de la Pensée Educative 1, Nr. 1 (10.05.2018): 38–50. http://dx.doi.org/10.55016/ojs/jet.v1i1.43488.

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The increasing distrust of vaguely expressed political and social ideals that is perhaps best symbolized by the title of Daniel Bell's The End of Ideology has made it increasingly difficult to relate educational problems to societal problems with any degree of logical or scientific warrant. But is this distrust of political and social philosophy, this distrust of ideology, merely another ideological proclamation? What accounts for our hesitancy to venture into thinking about the educational development of persons who are capable of alleviating or resolving contemporary societal difficulties? Is this hesitancy due to the indirect support of education resting upon suppressed premises, i.e., upon an ideology?

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24

de Russy, Candace. „Educational policy averting educational dissolution in New York“. Academic Questions 12, Nr. 3 (September 1999): 86–91. http://dx.doi.org/10.1007/s12129-999-1014-6.

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25

Young, Michelle D. „Multifocal Educational Policy Research: Toward a Method for Enhancing Traditional Educational Policy Studies“. American Educational Research Journal 36, Nr. 4 (Januar 1999): 677–714. http://dx.doi.org/10.3102/00028312036004677.

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26

Smith, Ralph A. „Rembrandt, Educational Standards, and Policy“. Arts Education Policy Review 109, Nr. 5 (Mai 2008): 3–8. http://dx.doi.org/10.3200/aepr.109.5.3-8.

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27

Smart, Kenneth, Colin Brock und Witold Tulasiewicz. „Cultural Identity and Educational Policy“. British Journal of Educational Studies 34, Nr. 3 (Oktober 1986): 279. http://dx.doi.org/10.2307/3121012.

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28

Ognevyuk, Viktor. „Educational policy as state priority“. Osvitolohiya, Nr. 3 (2014): 59–65. http://dx.doi.org/10.28925/2226-3012.2014.3.5965.

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29

Pektaş, Hacı Mehmet, RAMAZAN TETİK und OĞUZ YILDIZ. „CANADA EDUCATIONAL POLICY AND ANALYSIS“. NEW ERA JOURNAL OF INTERDISCIPLINARY SOCIAL STUDIES 7, Nr. 12 (25.03.2022): 76–89. http://dx.doi.org/10.46291/newera.154.

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Özet ABSTRACT Canada is governed by a democratic constitutional monarchy. At the head of the state is a monarch, with an elected prime minister at the head of the government. There is a federal system of parliamentary governments. The duties of government are shared between federal, state and territory governments. Canada, whose capital is Ottawa, consists of 10 provinces and 3 territories (Wikipedia, 2020). Canada's population is estimated to be 36,885,000 as of January 1, 2018. English and French are used as official languages in the country. About 60% of the total population speaks English and 25% speaks French. The currency of the country is Canadian Dollar. 75% of the population lives in cities and 25% lives in rural areas (Wikipedia, 2020). This research is a theoretical study and aims to analyze Canadian education policy. Anahtar Kelimeler Canada, Education, Policy

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30

Nezhyva, Olga. „NATIONAL IDEA AND EDUCATIONAL POLICY“. Educational Discourse: collection of scientific papers, Nr. 2(2) (20.12.2017): 49–64. http://dx.doi.org/10.33930/ed.2017.5007.2(2)-5.

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The national idea is a form of reflection of a nation over the essence and meaning of the existence of its community. It reflects a set of axiological and teleological orientations of national existence. The national idea is formed on the basis of socio-historical traditions, culture, and mentality of the nation and, respectively, thereby influences these factors, acting as a peculiar life-giving consciousness, cultural and historical dynamics of national existence. The modern interpretation of the essence of the national idea is marked by pluralism and the mosaic of perception, which is generally characteristic of the plastic and rapid present. The idea of the scientists of the essence of the national idea is represented by a spectrum of concepts from theoretical nihilism, agnostic pessimism to the perception of the national idea as a certain "philosopher’s stone", "sacred landmark," "magic formula", capable of solving all the existing national problems.

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Sawicki, Marianne. „EDUCATIONAL POLICY AND CHRISTIAN ORIGINS“. Religious Education 85, Nr. 3 (Juni 1990): 455–77. http://dx.doi.org/10.1080/0034408900850312.

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32

Giles, Geoffrey J. „Educational Policy in Nazi Germany“. Review of Education 11, Nr. 2 (März 1985): 91–96. http://dx.doi.org/10.1080/0098559850110202.

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33

김미숙. „Equalization policy and educational quality“. Korean journal of sociology of education 18, Nr. 2 (Juni 2008): 1–30. http://dx.doi.org/10.32465/ksocio.2008.18.2.001.

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34

Junseong Hwang. „Study on Educational Legislation Policy“. Journal of Law of Education 24, Nr. 2 (August 2012): 93–112. http://dx.doi.org/10.17317/tjle.24.2.201208.93.

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35

Kazepides, Tasos. „The Logic of Educational Policy“. Canadian Journal of Education / Revue canadienne de l'éducation 20, Nr. 3 (1995): 272. http://dx.doi.org/10.2307/1494852.

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36

Hill, Brian V. „Multiculturalism as an Educational Policy“. Journal of Christian Education os-40, Nr. 3 (September 1997): 3–9. http://dx.doi.org/10.1177/002196579704000301.

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37

WHITE, MICHAEL. „EDUCATIONAL POLICY AND ECONOMIC GOALS“. Oxford Review of Economic Policy 4, Nr. 3 (1988): 1–20. http://dx.doi.org/10.1093/oxrep/4.3.1.

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38

Forster, Kathie. „Parents' rights and educational policy“. Educational Philosophy and Theory 21, Nr. 1 (Januar 1989): 47–52. http://dx.doi.org/10.1111/j.1469-5812.1989.tb00121.x.

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39

Grossman, Herschel I., und Minseong Kim. „Educational Policy: Egalitarian or Elitist?“ Economics and Politics 15, Nr. 3 (November 2003): 225–46. http://dx.doi.org/10.1111/1468-0343.00123.

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40

ten Dam, Geert T. M., und Monique L. L. Volman. „Feminist research and educational policy“. Journal of Education Policy 10, Nr. 2 (März 1995): 209–20. http://dx.doi.org/10.1080/0268093950100206.

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41

Cohen, David K. „Educational Technology, Policy, and Practice“. Educational Evaluation and Policy Analysis 9, Nr. 2 (Juni 1987): 153–70. http://dx.doi.org/10.3102/01623737009002153.

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42

Levin, Henry M. „Cost-Effectiveness and Educational Policy“. Educational Evaluation and Policy Analysis 10, Nr. 1 (März 1988): 51–69. http://dx.doi.org/10.3102/01623737010001051.

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The present time of educational reform and budgetary stringency is a propitious one for improving resource allocation in education through a greater reliance on cost-effectiveness analysis. This article provides a summary of the technique and its applications to educational policy. It concludes that there is great potential for the use of cost-effectiveness applications in education, but there is little capability for doing so among most policymakers. Examples are provided of productive cost-effectiveness applications, and recommendations are made with regard to increasing the capacity of educational evaluators, policy analysts, and decision-makers to use the tools appropriately for more efficient resource allocation.

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43

Broadfoot, Patricia. „Educational policy in comparative perspective“. Comparative Education 38, Nr. 2 (Mai 2002): 133–35. http://dx.doi.org/10.1080/03050060220140539.

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44

Crossley, Michael. „Multiculturalism, mediation and educational policy“. Comparative Education 42, Nr. 4 (November 2006): 471–72. http://dx.doi.org/10.1080/03050060600988361.

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45

Kotera, Tomoaki, und Ananth Seshadri. „Educational policy and intergenerational mobility“. Review of Economic Dynamics 25 (April 2017): 187–207. http://dx.doi.org/10.1016/j.red.2017.02.005.

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46

Aladekomo, Florence O. „Nigeria Educational Policy and Entrepreneurship“. Journal of Social Sciences 9, Nr. 2 (September 2004): 75–83. http://dx.doi.org/10.1080/09718923.2004.11892434.

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47

Kellaghan, Thomas. „IEA Studies and Educational Policy“. Assessment in Education: Principles, Policy & Practice 3, Nr. 2 (Juli 1996): 143–60. http://dx.doi.org/10.1080/0969594960030203.

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48

Satz, Debra. „Equality, Adequacy, and Educational Policy“. Education Finance and Policy 3, Nr. 4 (Oktober 2008): 424–43. http://dx.doi.org/10.1162/edfp.2008.3.4.424.

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In this article I argue that the distinction between an adequate education and an equal education has been overdrawn. In my view, a certain type of equality—civic equality—is internal to the idea of educational adequacy. An education system that completely separates the children of the poor and minorities from those of the wealthy and middle class cannot be adequate for a democratic society. Educational adequacy should be tied to the requirements of equal citizenship. I also argue that my conception of adequacy in education has advantages over competing frameworks. I contrast its implications for a recent policy proposal that argues for weighted student funding (WSF) with the assessment of this proposal from an equality framework. While weighting in favor of the least advantaged students is important, the critical issue is whether or not such weighting is sufficient for bringing all students up to adequacy's high bar. This means that to be adequate, WSF must be placed in a larger policy context.

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49

Vaidyanatha Ayyar, R. V. „Educational policy planning and globalisation“. International Journal of Educational Development 16, Nr. 4 (Oktober 1996): 347–53. http://dx.doi.org/10.1016/s0738-0593(96)00056-9.

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50

Hammack, David C., und Maris A. Vinovskis. „History and Educational Policy-Making“. American Historical Review 106, Nr. 1 (Februar 2001): 221. http://dx.doi.org/10.2307/2652333.

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