Relevant bibliographies by topics / 3902 Education policy, sociology and philosophy

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Reports

Academic literature on the topic '3902 Education policy, sociology and philosophy'

Author: Grafiati
Published: 10 January 2023
Last updated: 28 January 2023

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Journal articles on the topic "3902 Education policy, sociology and philosophy"

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HAMILTON, MARY. "Unruly Practices: What a sociology of translations can offer to educational policy analysis." Educational Philosophy and Theory 43, sup1 (January 2011): 55–75. http://dx.doi.org/10.1111/j.1469-5812.2009.00622.x.

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Kaščák, Ondrej, and Zuzana Danišková. "For God and for nation! The ideologisation of schools and education under the changing relationship between church and state in Slovakia." Human Affairs 32, no. 2 (April 1, 2022): 162–79. http://dx.doi.org/10.1515/humaff-2022-0013.

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Abstract The present study analyses education policy in Slovakia and determines the role of the church in education governance and the church–state relationship in education policy. The church–state relationship is also evident in the specific constellations of the national curriculum. The study highlights the de-secularisation trend in education policy and curricula and identifies the links between religious and nationalist education content, which are largely a relic of the historical (and controversial) era of Slovak statehood building. It also analyses Ethical Education, which is a specific (and internationally unique) school subject in Slovakia that has been shaped by a particular church–state ‘ideological governing form’.
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Neave, Guy. "Policy, ideology and equality. Perspectives on the field of education from an historical analogue." History of European Ideas 8, no. 2 (January 1987): 179–204. http://dx.doi.org/10.1016/0191-6599(87)90109-4.

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Grebnev, L. S., N. S. Kirabaev, V. S. Sheinbaum, G. E. Zborovsky, and M. A. Lukashenko. "The Journal “Higher Education in Russia”: 30 Years of Research and Reflection." Vysshee Obrazovanie v Rossii = Higher Education in Russia 31, no. 12 (December 21, 2022): 150–66. http://dx.doi.org/10.31992/0869-3617-2022-31-12-150-166.

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The round-table discussion dedicated to the 30th anniversary of the journal Vysshee obrazovanie v Rossii (Higher Education in Russia) took place on October 26, 2022 within the framework of XIII International conference of higher education (ICHE). Since its founding, the journal acts as a platform to discuss the urgent issues of higher education. In different periods, the researchers discussed competence-based approach, Bologna process, online education, quality of higher education, educational policy, educational management, assessment of learning outcomes, training of highly skilled researchers and teaching personnel, digitalization of education and many others. Today higher education in Russia is at a turning point of its history. We should impartially evaluate the path traveled, what has been achieved and what are the consequences. A look at the past became the subject of the round-table discussion.
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McGrail, Ewa, and J. Patrick McGrail. "Exploring Web-Based University Policy Statements on Plagiarism by Research-Intensive Higher Education Institutions." Journal of Academic Ethics 13, no. 2 (March 29, 2015): 167–96. http://dx.doi.org/10.1007/s10805-015-9229-3.

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Rudwick, Stephanie. "Englishes and cosmopolitanisms in South Africa." Human Affairs 28, no. 4 (October 25, 2018): 417–28. http://dx.doi.org/10.1515/humaff-2018-0034.

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AbstractAgainst the background of South Africa’s ‘official’ policy of multilingualism, this study explores some of the socio-cultural dynamics ofEnglish as a lingua franca(ELF) in relation to how cosmopolitanism is understood in South Africa. More specifically, it looks at the link between ELF and cosmopolitanism in higher education. In 2016, students at Stellenbosch University (SU) triggered a language policy change that enacted English (as opposed to Afrikaans) as the primary medium of teaching and learning. English has won recognition astheacademic lingua franca for at least two socio-political reasons: First, English is considered more ‘neutral’ than Afrikaans (which continues to be strongly associated with Afrikanerdom), and second, English is arguably associated with cosmopolitanism and an international institutional status. Despite English being the academic lingua franca, it continues to be caught in an ambivalent climate with tensions among policy planners, language practitioners, higher education managers, academic staff and students. Ultimately, this paper argues that ambiguity is one of the most defining features of English in South Africa and that a complex range of Cosmopolitan, Afropolitan and glocal African identity trajectories reflect the power dynamics of English in the country.
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Vogt, Michaela, and Annemarie Augschöll Blasbichler. "Historical research in education: Understanding contemporary situations and conditions through analysis of the relevant history. An Interview with the Lucien Criblez." Espacio, Tiempo y Educación 8, no. 2 (December 23, 2021): 251–57. http://dx.doi.org/10.14516/ete.433.

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Lucien Criblez works and researches at the University of Zurich, where he has held the professorship for Historical Educational Research and Educational Policy since 2008. His publication record encompasses more than 28 authored, edited or co-edited books, and countless journal articles as well as book chapters on the history of education, educational policy analysis, school theory and teacher education. Prior to his position in Zurich, Criblez held a professorial position for pedagogy at the University of Applied Sciences and Arts Northwestern Switzerland, where he also served as director of the Institute for Research and Development. Lucien Criblez is one of only few academics who unites theory and practice as he pursued his studies in Bern (1987–1997) and Zurich (1999–2003), while gaining experience in youth work, teacher education and educational administration. He has held multiple public positions related to his areas of expertise.
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Oprea, Alexandra. "Inadequate for democracy: How (not) to distribute education." Politics, Philosophy & Economics 19, no. 4 (June 3, 2020): 343–65. http://dx.doi.org/10.1177/1470594x20924667.

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There is widespread agreement among philosophers and legal scholars that the distribution of educational resources in the US is unjust, but little agreement about why. An increasingly prominent view posits a sufficientarian standard based on the requirements of democratic citizenship. This view, which I refer to as democratic sufficientarianism, argues that inequalities in educational resources or opportunities above the threshold required for democratic citizenship are morally unobjectionable if and only if all children are provided with an education sufficient to meet those demands. In the article, I argue that democratic sufficientarianism faces a democratic education dilemma. Either the philosopher specifies a precise and demanding threshold with antidemocratic implications, or she insists upon democratic equality irrespective of educational achievements, thereby undercutting the search for anything but a minimal educational threshold. As an alternative, I defend a new sufficientarian standard that is reflexive, education-specific, and democracy-compatible. This reflexive sufficientarian standard can act as a guide to democratic deliberation about education policy. The article also sketches possibilities for litigation on behalf of children who have received insufficient primary education.
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Bednyi, B. I., N. V. Rybakov, and S. V. Zhuchkova. "The Effects of Institutional Transformations on the Russian Doctoral Education Performance." Vysshee Obrazovanie v Rossii = Higher Education in Russia 31, no. 11 (November 29, 2022): 9–29. http://dx.doi.org/10.31992/0869-3617-2022-31-11-9-29.

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Currently, enhancement of doctoral education performance is becoming one of the central tasks for state policy in the field of science and education. In 2013–2015 Russian doctoral education experienced radical transformations aimed to increase the performance of doctoral programs and enhance the quality of dissertations. First, doctoral education moved towards the structured (educational) model. Second, norms and rules of the work of dissertation boards changed significantly. The purpose of this study is to explore how these reforms affected the performance of doctoral education. The empirical base for the study comprises the data on dissertations defense of graduates of 2018 at 12 Russian universities (N=1022), which were collected by the authors using the web scraping technique. The main findings obtained from the analysis of these data are threefold. First, time-to-degree has increased with most of the dissertations now being defended only after the completion of the programs. Second, in social sciences, this delay of defense has intensified abnormally (80% of dissertation in this field are defended after the program completion). Third, the actual performance, i.e., one that takes into account dissertations defended after the program completion, has decreased significantly in social sciences and humanities. These results show that the traditional practice to evaluate performance based on the proportion of graduates who defend their dissertations during the normative period of time does not reflect the reality. To made adequate managerial decisions regarding doctoral education, it is necessary to arrange the monitoring of dynamics of dissertations that are defended after the program completion both on institution and state levels.
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Draper, Peter. "The Philosophy of Nurse Education - By John S. Drummond & Paul Standish." Health & Social Care in the Community 16, no. 6 (October 19, 2008): 660. http://dx.doi.org/10.1111/j.1365-2524.2008.823_3.x.

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Dissertations / Theses on the topic "3902 Education policy, sociology and philosophy"

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Yonehara, Aki Murakami. "Human development policy : theorizing and modeling /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215206.

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Thesis (Ph.D.)--Indiana University, Educational Policy Studies, 2006.
Title from PDF t.p. (viewed Dec. 5, 2008). Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1183. Advisers: Margaret Sutton; Barry Bull.
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Teeple, Jamie Eric. "A Philosophical Analysis of STEM Education." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1543280674680388.

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Rowe, Bradley D. "Consuming Animals as an Educational Act." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1331045679.

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Ozar, Ryan H. "Accommodating Amish Students in Public Schools: Teacher Perspectives on Educational Loss, Gain, and Compromise." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531913852929844.

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McLeod, Ryan Patrick. "An Examination of the Relationship between Teachers’ Sense of Efficacy and School Culture." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1339105784.

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Gibbs, Thomas J. "Teacher Perceptions of School Violence Prevention Strategies." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1413918772.

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Adeyeri, Oluwadamilare S. "Intrinsic Motivation and Human Agency of Faculty Engaged In Service-Learning: A Qualitative Interpretive Study of a U.S. Mid-western Public University." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1336612787.

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SHARMA-CHOPRA, LOVELEEN PhD. "ACCULTURATION EXPERIENCES OF ASIAN INDIAN IMMIGRANT MATH AND SCIENCE TEACHERS IN A K-12 URBAN SCHOOL DISTRICT IN OHIO." Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1560815677597794.

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Smith, Kevin J. "A Critical Discourse Analysis of Developing the Curriculum Cymreig:The Language of Learning Welshness." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1292251849.

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Keidan, Joshua. "Learning, Improvisation, and Identity Expansion in Innovative Organizations." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1586874155982614.

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Books on the topic "3902 Education policy, sociology and philosophy"

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Willmott, Robert. Education policy and realist social theory: Primary teachers, child-centred philosophy and the new managerialism. London: Routledge, 2002.

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Marx and education. New York: Routledge, 2011.

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Educational policies and inequalities in Europe. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2012.

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Sentimental education: Schooling, popular culture, and the regulation of liberty. London: Verso, 1992.

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I, Lysak V., Volgogradskiĭ gosudarstvennyĭ tekhnicheskiĭ universitet, and Rossiĭskiĭ fond fundamentalʹnykh issledovaniĭ, eds. Mezhdunarodnai͡a konferent͡sii͡a Sloistye kompozit͡sionnye materialy-98: Sbornik trudov konferent͡sii. Volgograd: Volgogradskiĭ gos. tekhn. universitet, 1998.

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La Musica en Latinoamerica. Mexico, D.F: Secretaria de Relaciones Exteriores, 2011.

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Mosk, Carl. Making health work: Human growth in modern Japan. Berkeley, Calif: University of California Press, 1996.

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Hanʼguk sosŏl ŭi pundan iyagi. Sŏul-si: Chʻaek Sesang, 2006.

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1945-, Bywaters Paul, and McLeod Eileen, eds. Working for equality in health. London: New York, 1996.

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School desegregation in the twenty-first century: The focus must change. Lewiston, N.Y: E. Mellen Press, 1997.

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Book chapters on the topic "3902 Education policy, sociology and philosophy"

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Miedema, Frank. "Science in Transition How Science Goes Wrong and What to Do About It." In Open Science: the Very Idea, 67–108. Dordrecht: Springer Netherlands, 2021. http://dx.doi.org/10.1007/978-94-024-2115-6_3.

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AbstractScience in Transition, which started in 2013, is a small-scale Dutch initiative that presented a systems approach, comprised of analyses and suggested actions, based on experience in academia. It was built on writings by early science watchers and most recent theoretical developments in philosophy, history and sociology of science and STS on the practice and politics of science. This chapter will include my personal experiences as one of the four Dutch founders of Science in Transition. I will discuss the message and the various forms of reception over the past 6 years by the different actors in the field, including administrators in university, academic societies and Ministries of Higher Education, Economic Affairs and Public Health but also from leadership in the private sector. I will report on my personal experience of how these myths and ideologies play out in the daily practice of 40 years of biomedical research in policy and decision making in lab meetings, at departments, at grant review committees of funders and in the Board rooms and the rooms of Deans, Vice Chancellors and Rectors.It has in the previous chapters become clear that the ideology and ideals that we are brought up with are not valid, are not practiced despite that even in 2020 they are still somehow ‘believed’ by most scientists and even by many science watchers, journalists and used in political correct rhetoric and policy making by science’s leadership. In that way these ideologies and beliefs mostly implicitly but sometimes even explicitly determine debates regarding the internal policy of science and science policy in the public arena. These include all time classic themes like the uniqueness of science compared to any other societal activity; ethical superiority of science and scientists based on Mertonian norms; the vocational disinterested search for truth, autonomy; values and moral (political) neutrality, dominance of internal epistemic values and unpredictability regards impact. These ideas have influenced debates about the ideal and hegemony of natural science, the hierarchy of basic over applied science; theoretical over technological research and at a higher level in academic institutions and at the funders the widely held supremacy of STEM over SSH. This has directly determined the attitudes of scientists in the interaction with peers within the field, but also shaped the politics of science within science but also with policy makers and stakeholders from the public and private sector and with interactions with popular media.Science it was concluded was suboptimal because of growing problems with the quality and reproducibility of its published products due to failing quality control at several levels. Because of too little interactions with society during the phases of agenda setting and the actual process of knowledge production, its societal impact was limited which also relates to the lack of inclusiveness, multidisciplinarity and diversity in academia. Production of robust and significant results aiming at real world problems are mainly secondary to academic output relevant for an internally driven incentive and reward system steering for academic career advancement at the individual level. Similarly, at the higher organizational and national level this reward system is skewed to types of output and impact focused on positions on international ranking lists. This incentive and reward system, with flawed use of metrics, drives a hyper-competitive social system in academia which results in a widely felt lack of alignment and little shared value in the academic community. Empirical data, most of it from within science and academia, showing these problems in different academic disciplines, countries and continents are published on virtually a weekly basis since 2014. These critiques focus on the practices of scholarly publishing including Open Access and open data, the adverse effects of the incentive and reward system, in particular its flawed use of metrics. Images, ideologies and politics of science were exposed that insulate academia and science from society and its stakeholders, which distort the research agenda and subsequentially its societal and economic impact.
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Orr, Lesley, and Nel Whiting. "Case I.2: ‘Seeing Things Differently’: Gender Justice and Counter-Hegemony in Higher Education." In Public Sociology As Educational Practice, 37–52. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781529201406.003.0004.

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This chapter is rooted in the reflexive experience of feminists in Scotland struggling for gender justice – particularly the movement to resist and end men’s violence against women (VAW). Our case study focuses on a course ‘Gender Justice and Violence: Feminist Approaches’ (GJV), the fruit of an ongoing partnership between Scottish Women’s Aid (SWA) and Queen Margaret University (QMU). Offered every year since 2007, the course engages with debates concerning public policy, professional practice and political activism – particularly in relation to gender-based violence and abuse. The module teaching sessions bring together practitioners and activists (who register as associate students at QMU) alongside full-time sociology students. This enables a challenging process of mutual learning which highlights both the tensions and the transformative potential of grounding social theory in the sometimes divergent standpoints of these overlapping groups. The course is delivered by, and open to, both women and men. The curriculum draws on the struggles of the women’s movement and of pro-feminist men, and utilises the work of engaged feminist scholars across a range of academic disciplines, including history, philosophy, criminology and gender studies, as well as sociology. Its presence demands that the practice of activists and the movements which have ...
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Grimley, Matthew. "You Got an Ology?" In Welfare and Social Policy in Britain Since 1870, 178–94. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198833048.003.0010.

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In the decades after the Second World War, sociology was a vogue subject in British universities, eclipsing more traditional disciplines such as history and political philosophy. New departments sprang up in the expanding universities. Academics in other subjects reacted in different ways, some embracing sociology in the hope that some of its cachet would rub off on them, others denouncing it for not being a real subject. By the 1970s, though, the fortunes of sociology were dramatically reversed, as radical sociologists clashed with their more empirical colleagues, and were blamed by the press for inciting student protest. The radical sociologist became a folk devil, epitomized by Malcolm Bradbury’s The History Man (1975), and was particularly demonized by the supporters of Margaret Thatcher. The Thatcher governments attempted to reduce sociology’s funding in higher education, but they found it harder to reverse its more diffusive influence over other disciplines and popular culture as a whole.
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Dinham, Adam, Alp Arat, and Martha Shaw. "Religion and belief in university teaching and learning." In Religion and Belief Literacy, 103–12. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447344636.003.0007.

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This chapter addresses the role of religion and belief in university teaching and learning. In some subjects, of course, religion is simply a topic of relevance, as in history and in religious studies itself. In others, it is a cultural legacy to be decoded and understood. In others again, it embodies the opposite of the rational, scientific method that predominates in higher education, and in relation to which practically all other disciplines have cut their teeth. As such, it is an utter irrelevance. In some cases, this produces hostility against all religious ideas. This is likely to feel painful for some students, who can feel uncomfortable when hearing lecturers be rude or offensive about their beliefs or about belief in general. In the social sciences, unlike race, gender, or sexual orientation, religion has rarely been a variable. The question of the place of religion and belief in university disciplines was explored in the project Reimagining Religion and Belief for Policy and Practice. The study analysed nine arts, humanities, and social science disciplines, including anthropology, cultural studies, geography, philosophy, religious studies, social policy, social work, sociology, and theology.
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Reports on the topic "3902 Education policy, sociology and philosophy"

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Burnett, Cathy. Scoping the field of literacy research: how might a range of research be valuable to primary teachers? Sheffield Hallam University, 2022. http://dx.doi.org/10.7190/shu-working-papers/2201.

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Literacy research has an important role to play in helping to shape educational policy and practice. The field of literacy research however is difficult to navigate as literacy has been understood and researched in many different ways. It encompasses work from psychology, sociology, philosophy and neuroscience, literary theory, media and literacy studies, and methodologies include a range of qualitative, quantitative and mixed methods approaches. In mapping this complex field, I draw on a systematic ‘scoping survey’ of a sample of peerreviewed articles featuring literacy research relevant to literacy education for children aged 5-11. Studies were deemed relevant if they: addressed literacy pedagogies and interventions; and/or provided pertinent insights (e.g. into children’s experiences of literacy); and/or offered implications for the range and scope of literacy education. The results of this survey are important in two ways. Firstly they help to articulate the range of literacy research and the varied ways that such research might speak to literacy education. Secondly they challenge easy distinctions between paradigms in literacy research. Recognising this complexity and heterogeneity matters given the history of relationships between literacy policy and practice in countries such as England, where polarised debate has often erased the subtle differences of perspective and confluence of interest that this survey illuminates. Based on the results of this survey I argue that an inclusive approach to literacy research is needed in educational contexts. Otherwise alternative and/or complementary ways of supporting children’s literacy learning may be missed, as will important possibilities for literacy education and children’s current and future lives.
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