Books: 'Art education policies'

1

Forbidden language: English learners and restrictive language policies. New York: Teachers College Press, 2010.

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2

Silverman, Harry. The Education Amendment Act, 1980 (Bill 82) implementation study: Board policies and school level practices. Toronto, Ont: Ministry of Education, 1987.

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1944-, Wilson Anne Keeton, Seller Wayne, and Ontario Ministry of Education, eds. The Education Amendment Act, 1980 (Bill 82) implementation study: Board policies and school level practices. Toronto, Ont: Ministry of Education, 1987.

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4

Great Britain. Department for Education. Education Act 1993: Draft circular on the organisation of special educational provision and draft regulations governing schools' SEN policies and SEN support services. London: Department for Education, 1993.

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5

Great Britain. Department for Education. Education Act 1993: Draft circular on the organisation of special education provision anddraft regulations governing schools' SEN policies and SEN support services. London: DFE, 1994.

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6

Get'man, Viktor, Ol'ga Rozhnova, Svetlana Grishkina, Vera Sidneva, Mihail Litvinenko, Roza Kaspina, Mariya Vahrushina, et al. International Financial Reporting Standards. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1147319.

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The textbook analyzes the system of international financial reporting Standards (IFRS): its principles, formation, advantages and feasibility of implementation. All IFRS are considered: presentation of financial statements; inventories; statement of cash flows; accounting policies, changes in accounting estimates and errors; contracts, etc. The financial lease is also reflected in the lessee's statements under RAS and IFRS, etc. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students studying in the areas of "Economics" and "Management", as well as for everyone who wants to improve their level in the field of preparing consolidated financial statements.

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7

Caruana, Sandro, Karl Chircop, Phyllisienne Gauci, and Mario Pace. Politiche e pratiche per l’educazione linguistica, il multilinguismo e la comunicazione interculturale. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-501-8.

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Valuing diversity is one of the main goals of language education. This is both related to the education of learners of different nationalities and to the reasons for which languages are learned today, often determined by the need for social integration and to find employment. Language competences gain value through multilingualism, together with opportunities for intercultural communication. At the same time, language policies should be evaluated and renewed constantly. These issues are discussed in this volume, through contributions which take different languages into consideration and which are based on varied theoretical and conceptual frameworks, while pertaining to the fields of Applied Linguistics and Language Education.

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8

United States. Congress. House. Committee on Education and Labor. Subcommittee on Employment Opportunities. The Income and Jobs Action Act of 1985: Hearing before the Subcommittee on Employment Opportunities of the Committee on Education and Labor, House of Representatives, Ninety-ninth Congress, first session, on H.R. 1398 ... hearing held in Chicago, IL, September 4, 1985. Washington: U.S. G.P.O., 1985.

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9

US GOVERNMENT. An Act to Amend the Omnibus Crime Control and Safe Streets Act of 1968 to Extend the Retroactive Eligibility Dates for Financial Assistance for Higher Education for Spouses and Dependent Children of Federal, State, and Local Law Enforcement Officers Who Are Killed in the Line of Duty. [Washington, D.C: U.S. G.P.O., 2000.

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10

United States. Congress. House. Committee on Education and Labor. Subcommittee on Employment Opportunities. The Income and Job Action Act of 1985: Hearing before the Subcommittee on Employment Opportunities of the Committee on Education and Labor, House of Representatives, Ninety-ninth Congress, second session, hearing held in Oakland, CA, August 27, 1986. Washington: U.S. G.P.O., 1986.

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US GOVERNMENT. An Act to Provide Financial Assistance for Higher Education to the Dependents of Federal, State, and Local Public Safety Officers Who Are Killed or Permanently and Totally Disabled as the Result of a Traumatic Injury Sustained in the Line of Duty. [Washington, D.C: U.S. G.P.O., 1998.

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12

United States. Congress. House. Committee on Education and Labor. Oversight hearing on the Full Employment and Balanced Growth Act of 1978: Hearing before the Committee on Education and Labor, House of Representatives, Ninety-ninth Congress, second session, hearing held in Washington, DC, March 18, 1986. Washington: U.S. G.P.O., 1986.

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13

United States. Congress. House. Committee on Education and Labor. Oversight hearing on the Full Employment and Balanced Growth Act of 1978: Hearing before the Committee on Education and Labor, House of Representatives, Ninety-ninth Congress, second session, hearing held in Washington, DC, March 18, 1986. Washington: U.S. G.P.O., 1986.

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14

United States. Congress. House. Committee on Education and Labor. Oversight hearing on the Full Employment and Balanced Growth Act of 1978: Hearing before the Committee on Education and Labor, House of Representatives, Ninety-ninth Congress, second session, hearing held in Washington, DC, March 18, 1986. Washington: U.S. G.P.O., 1986.

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15

United States. Congress. Senate. A bill to amend title XVIII of the Social Security Act to provide Medicare beneficiaries with additional information regarding Medicare managed care plans and Medicare Select policies. [Washington, D.C.?]: [United States Government Printing Office], 1997.

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16

Opportunities, United States Congress House Committee on Education and Labor Subcommittee on Employment. Review of issues relating to the Income and Jobs Action Act of 1985: Hearing before the Subcommittee on Employment Opportunities of the Committee on Education and Labor, House of Representatives, Ninety-ninth Congress, second session, hearing held in Aliquippa, PA, April 21, 1986. Washington: U.S. G.P.O., 1986.

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17

Colorado Commission on Higher Education. The Degree Authorization Act: Statutes and policies pertaining to authorization to operate as a postsecondary education institution and to award credits and degrees in Colorado. Denver, Colo: Colorado Commission on Higher Education, 1994.

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18

United States. Congress. House. Committee on Education and Labor. Oversight hearing on the Job Training Partnership Act: Hearing before the Committee on Education and Labor, House of Representatives, One Hundredth Congress, second session, hearing held in Washington, DC, September 29, 1988. Washington: U.S. G.P.O., 1988.

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19

United States. Congress. House. Committee on Education and Labor. Oversight hearing on the Job Training Partnership Act: Hearing before the Committee on Education and Labor, House of Representatives, One Hundredth Congress, second session, hearing held in Washington, DC., September 29, 1988. Washington: U.S. G.P.O., 1988.

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20

United States. Congress. House. Committee on Education and Labor. Oversight hearing on the Job Training Partnership Act: Hearing before the Committee on Education and Labor, House of Representatives, One Hundredth Congress, second session, hearing held in Washington, DC., September 29, 1988. Washington: U.S. G.P.O., 1988.

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21

Creating Spaces. Non-Formal Art/s Education and Vocational Training for Artists in Africa between Cultural Policies and Cultural Funding: Non-Formal Art/s Education and Vocational Training for Artists in Africa between Cultural Policies and Cultural Funding. Nairobi, Kenya: Contact Zones NRB, 2014.

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22

Sahni, Ruchi Ram. I Join the Punjab Education Department. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199474004.003.0006.

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In this chapter Ruchi Ram Sahni recounts his early years as Assistant Professor of Science at the Government College, Lahore. In addition to teaching and running experiments, Sahni delivered three lectures a week in Urdu at the University science class at the Oriental College as a Kapurthala Alexandra scholar. He also found the time to attend carpentry classes for six months at the Mayo School of Art, where he made the acquaintance of Lockwood Kipling and learned carpentry from the famous master architect, Bhai Ram Singh. The chapter also describes an unfortunate episode involving the leaking of examination papers by an English colleague in which Sahni was unfairly implicated, and discusses some British policies which discriminated against Indians in the field of higher education.

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23

Berglund, Jenny, ed. European Perspectives on Islamic Education and Public Schooling. Equinox Publishing, 2018. http://dx.doi.org/10.1558/isbn.9781781797754.

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Islamic religious education (IRE) in Europe has become a subject of intense debate during the past decade. There is concern that states are doing too little or too much to shape the spiritual beliefs of private citizens. State response to the concern ranges from sponsoring religious education in public schools to forgoing it entirely and policies vary according to national political culture. In some countries public schools teach Islam to Muslims as a subject within a broader religious curriculum that gives parents the right to choose their children’s religious education. In the other countries public schools teach Islam to all pupils as a subject with a close relation to the academic study of religions. There are also countries where public schools do not teach religion at all, although there is an opportunity to teach about Islam in school subjects such as art, history, or literature. IRE taught outside publicly funded institutions, is of course also taught as a confessional subject in private Muslim schools, mosques and by Muslim organisations. Often students who attend these classes also attend a publicly funded “main stream school”. This volume brings together a number of researchers for the first time to explore the interconnections between Islamic educations and public schooling in Europe. The relation between Islamic education and public schooling is analysed within the publicly and privately funded sectors. How is publicly funded education organised, why is it organised in this way, what is the history and what are the controversial issues? What are the similarities and differences between privately run Islamic education and “main stream” schooling? What are the experiences of teachers, parents and pupils? The volume will be of interest to scholars of Islam in Europe, policy makers of education and integration and teachers of religious education.

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24

Reviews of National Policies for Education: Higher Education in Egypt 2010. OECD, 2010. http://dx.doi.org/10.1787/9789264084407-ar.

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25

Shohamy, Elana, and Michal Tannenbaum. Developing Multilingual Education Policies: Theory, Research, Practice. Taylor & Francis Group, 2022.

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26

Shohamy, Elana, and Michal Tannenbaum. Developing Multilingual Education Policies: Theory, Research, Practice. Taylor & Francis Group, 2022.

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27

Shohamy, Elana, and Michal Tannenbaum. Developing Multilingual Education Policies: Theory, Research, Practice. Taylor & Francis Group, 2022.

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28

Altwerger, Bess, and Nancy Rankie Shelton. Literacy Policies and Practices in Conflict: Reclaiming Classrooms in Networked Times. Taylor & Francis Group, 2014.

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29

Altwerger, Bess, and Nancy Rankie Shelton. Literacy Policies and Practices in Conflict: Reclaiming Classrooms in Networked Times. Taylor & Francis Group, 2014.

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30

Literacy Policies and Practices in Conflict: Reclaiming Classrooms in Networked Times. Taylor & Francis Group, 2014.

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31

Altwerger, Bess, and Nancy Rankie Shelton. Literacy Policies and Practices in Conflict: Reclaiming Classrooms in Networked Times. Taylor & Francis Group, 2014.

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32

Altwerger, Bess, and Nancy Rankie Shelton. Literacy Policies and Practices in Conflict: Reclaiming Classrooms in Networked Times. Taylor & Francis Group, 2014.

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33

Altwerger, Bess, and Nancy Rankie Shelton. Literacy Policies and Practices in Conflict: Reclaiming Classrooms in Networked Times. Taylor & Francis Group, 2014.

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34

Aronson, Susan S., ed. Model Child Care Health Policies. American Academy of Pediatrics, 2013. http://dx.doi.org/10.1542/9781581108309.

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Significantly revised and updated, the new Model Child Care Health Policies, 5th Edition is a must-have tool to foster adoption and implemenation of best practices for health and safety in group care settings for young children. These settings include early care and education as well as before and after school child care programs. These model policies are intended to ease the burden of writing site-specific health and safety policies from scratch. They cover a wide range of aspects of operation of early education and child care programs. Child care programs of any type can use Model Child Care Health Policies by selecting relevant issues for their operation and modifying the wording to make selected policies appropriate to the specific settings. These settings include early education and child care centers, small and large family child care homes, part day-programs for ill children, facilities that serve children with special needs, school-age child care facilities, and drop-in facilities. The model policies can be adapted for public, private, Head Start, and tuition-funded facilities. All of the most commonly covered health and safety topics the National Association of Child Care Resource and Referral Agencies found in state regulations are included in this guide.

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35

Montrul, Silvina, and Maria Polinsky, eds. The Cambridge Handbook of Heritage Languages and Linguistics. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781108766340.

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Heritage languages are minority languages learned in a bilingual environment. These include immigrant languages, aboriginal or indigenous languages and historical minority languages. In the last two decades, heritage languages have become central to many areas of linguistic research, from bilingual language acquisition, education and language policies, to theoretical linguistics. Bringing together contributions from a team of internationally renowned experts, this Handbook provides a state-of-the-art overview of this emerging area of study from a number of different perspectives, ranging from theoretical linguistics to language education and pedagogy. Presenting comprehensive data on heritage languages from around the world, it covers issues ranging from individual aspects of heritage language knowledge to broader societal, educational, and policy concerns in local, global and international contexts. Surveying the most current issues and trends in this exciting field, it is essential reading for graduate students and researchers, as well as language practitioners and other language professionals.

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36

C, Gandara Patricia, and Hopkins Megan, eds. Forbidden language: English learners and restrictive language policies. New York, NY: Teachers College Press, 2009.

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37

Della Porta, Donatella, Lorenzo Cini, and César Guzmán-Concha. Contesting Higher Education. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781529208627.001.0001.

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This close investigation of student protests represents the first comparative review of the subject. Setting the wave of demonstrations within the contexts of student activism, social issues, and political movements, the book casts new light on their impact on higher education and on the broader society. The book begins with an overview of the analysis of transformation in higher education (HE) policies and student politics, linking them to research on the policy outcomes of social movements. HE policies have been shaped by various waves of student mobilization. Students have often been important actors in contentious politics, mobilizing on all main cleavages in society and often stimulating spin-off movements, as well as affecting institutional politics at large. Student protests are therefore affected by public policies at least as much as they affect them. The book focuses on these complex interactions, aiming at understanding the development of student protests within neoliberal universities. It explores four episodes of student contestation over HE reforms, which have recently taken place in Chile, Quebec, England, and Italy. In light of the findings, the book reflects on the impacts of neoliberal policies in contentious politics and point at the relevance of coalitions for a sustained impact of mobilization campaigns. The discussion also points toward the student movements' effects in terms of empowerment, the triggering of spill-over movements, and transformations in electoral and party politics. Offering sophisticated new theoretical arguments based on fascinating empirical work, the insights and conclusions revealed in this study are of value to anyone with an interest in social, political, and related studies.

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38

Izumi, Lance. Homeschool Boom: Pandemic, Policies, and Possibilities--Why Parents Are Choosing to Homeschool Their Children. Pacific Research Institute for Public Policy, 2021.

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39

Müller de Quadros, Ronice. Language Policies and Sign Languages. Edited by James W. Tollefson and Miguel Pérez-Milans. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190458898.013.15.

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This chapter argues for specific actions needed for language planning and language policies involving sign languages and Deaf communities, based on the understanding of what sign languages are, who the signers are, where they sign, and the sign language transmission and maintenance mechanisms of the Deaf community. The first section presents an overview of sign languages and their users, highlighting that sign languages are often used in contexts where most people use spoken languages. The second section addresses the functions, roles, and status of sign languages in relation to spoken languages, as well as the relationship between Deaf communities and hearing society. The medical view of deafness, which has a significant impact on language policies for Deaf people, is critically considered. The third section offers examples of language policies, especially related to the use of sign languages in education, and an agenda for future work on sign language policy and planning.

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40

Rose, Deondra. Higher Education Policy and Women’s Citizenship. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190650940.003.0001.

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Chapter 1 considers the role that federal higher education policies have played in the progress that American women have made since the mid-twentieth century. The conventional wisdom suggests that the 1970s—with the emergence of the women’s rights movement and fervent activism by feminist organizations—marked the crucial turning point for gender equality in the United States. Evidence suggests, however, that landmark US higher education policies enacted during the mid-twentieth century have played an important role in the promotion of women to first-class citizenship. Passed prior to and apart from the feminist movement, these programs made it possible for women to gain knowledge and skills that are valued in the labor market and also promote political engagement. Through redistributive and regulatory higher education policies, US lawmakers promoted equal opportunity for women.

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41

Calfee, Robert C., Kenneth S. Goodman, and Yetta M. Goodman. Whose Knowledge Counts in Government Literacy Policies?: Why Expertise Matters. Taylor & Francis Group, 2013.

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42

Calfee, Robert C., Kenneth S. Goodman, and Yetta M. Goodman. Whose Knowledge Counts in Government Literacy Policies?: Why Expertise Matters. Taylor & Francis Group, 2013.

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43

Calfee, Robert C., Kenneth S. Goodman, and Yetta M. Goodman. Whose Knowledge Counts in Government Literacy Policies?: Why Expertise Matters. Taylor & Francis Group, 2013.

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44

Calfee, Robert C., Kenneth S. Goodman, and Yetta M. Goodman. Whose Knowledge Counts in Government Literacy Policies?: Why Expertise Matters. Taylor & Francis Group, 2013.

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45

Calfee, Robert C., Kenneth S. Goodman, and Yetta M. Goodman. Whose Knowledge Counts in Government Literacy Policies?: Why Expertise Matters. Taylor & Francis Group, 2013.

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46

Calfee, Robert C., Kenneth S. Goodman, and Yetta M. Goodman. Whose Knowledge Counts in Government Literacy Policies?: Why Expertise Matters. Taylor & Francis Group, 2013.

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47

Sandberg, Johan, and Moira Nelson. Social Investment in Latin America. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198790488.003.0025.

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This chapter aims to understand the viability of the SIA in Latin America by focusing on the extent to which conditional cash transfers (CCTs) fulfil the stock, flow, and buffer functions of social investment. Despite evidence that CCTs make important social investment contributions, our analysis shows that they are inadequately supported by policies impacting before (e.g. early childhood education and care (ECEC), and preschool), during (e.g. educational reforms to increase quality of teaching and learning), and after educational trajectories (e.g. labour-market policies). This points to the vast importance of policy context in planning, designing, and implementing social investments. Programmes like CCTs have, to date, been implemented on the margins of existing welfare and social policy systems, and gaps could be addressed in the short and medium term through a comprehensive SIA that ideally pursues three interrelated objectives.

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48

Meinzinger, Alexander. Educating Air Forces. Edited by Randall Wakelam, David Varey, and Emanuele Sica. University Press of Kentucky, 2020. http://dx.doi.org/10.5810/kentucky/9780813180243.001.0001.

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Compared to armies and navies, which have existed as professional fighting services for centuries, the technology that makes air forces possible is much newer. As a result, these services have had to quickly develop methods of preparing aviators to operate in conditions ranging from peace or routine security to full-scale war. The first book to address the history and scope of air power professionalization through learning programs, Educating Air Forces offers valuable new insight into strategy and tactics worldwide. Here, a group of international experts examine the philosophies, policies, and practices of air service educational efforts in the United States, France, Italy, Germany, Australia, Canada, and the UK. The contributors discuss the founding, successes, and failures of European air force learning programs between the Great War and World War II and explore how the tense Cold War political climate influenced the creation, curriculum, and results of various programs. They also consider how educational programs are adapting to soldiers' needs and the demands of modern warfare. Featuring contributions from eminent scholars in the field, this volume surveys the learning approaches globally employed by air forces in the past century and evaluates their effectiveness. Educating Air Forces reveals how experiential learning and formal education are not only inextricably intertwined, but also necessary to cope with advances in modern warfare.

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49

Jaspers, Jürgen. Language Education Policy and Sociolinguistics. Edited by James W. Tollefson and Miguel Pérez-Milans. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190458898.013.31.

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Language education policies are pivotal in nation-states’ negotiation of a globalizing economy and a diversifying population. But certainly in urban, non-elite schools, where pupils’ linguistic diversity is pronounced, the fixation on language separation and multi-monolingualism produces salient sites of linguistic friction. Much scholarly work has successfully problematized this friction, producing an avalanche of criticism and ample calls for changes in schools’ approach to pupils’ primary linguistic skills and mixed language use. This chapter argues that while such calls are pedagogically exciting and justified on principle, a significant number of them reproduce some of the main assumptions behind the policies that they denounce, or invite problems of their own. Consequently, many calls for change may underestimate the difficulties of policy implementation, exaggerate their own effects, and overstate their critical character. This necessitates a reconsideration of the received relation between sociolinguistics and language education policy, and a revision of reform initiatives.

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50

Rose, Deondra. Citizenship By Degree. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190650940.001.0001.

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Since the mid-twentieth century, the United States has seen a striking shift in the gender dynamics of higher educational attainment as women have come to earn college degrees at higher rates than men. Women have also made significant strides in terms of socioeconomic status and political engagement. What explains the progress that American women have made since the 1960s? While many point to the feminist movement as the critical turning point, this book makes the case that women’s movement toward first-class citizenship has been shaped not only by important societal changes but also by the actions of lawmakers who used a combination of redistributive and regulatory higher education policies to enhance women’s incorporation into their roles as American citizens. Examining the development and impact of the National Defense Education Act of 1958, the Higher Education Act of 1965, and Title IX of the 1972 Education Amendments, this book argues that higher education policies represent a crucial—though largely overlooked—factor shaping the progress that women have made. By significantly expanding women’s access to college, they helped to pave the way for women to surpass men as the recipients of bachelor’s degrees, while also empowering them to become more economically independent, socially integrated, politically engaged members of the American citizenry. In addition to helping to bring into greater focus our understanding of how Southern Democrats shaped US social policy development during the mid-twentieth century, this analysis recognizes federal higher education policy as an indispensible component of the American welfare state.

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Books on the topic 'Art education policies'

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