Relevant bibliographies by topics / Education and state Educational law and legislation

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

Academic literature on the topic 'Education and state Educational law and legislation'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Education and state Educational law and legislation"

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Simakova, N. "PROSPECTIVE DIRECTIONS OF LAW-MAKING FOR MODERNIZATION OF EDUCATIONAL AND SCIENTIFIC SYSTEMS OF HIGHER EDUCATION INSTITUTIONS." Innovative Solution in Modern Science 1, no. 45 (2021): 216. http://dx.doi.org/10.26886/2414-634x.1(45)2021.15.

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The article reveals prospects for legislative implementation of educational and scientific systems of higher education institutions in the circumstances of European integration of educational space as envisaged by constitutional provisions of Ukrainian education. It highlights stages in evolution of ideological basis for development of the legislative process in the field of education. It has been found that the first stage established the ideology for development of a national education system; the second stage launched modernization of the national education in accordance with the European s
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Hubanova, T. O. "INFORMAL EDUCATION AS A VARIETY OF EDUCATION UNDER THE LEGISLATION OF UKRAINE." Actual problems of native jurisprudence, no. 05 (December 5, 2019): 56–59. http://dx.doi.org/10.15421/391957.

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The article analyzes the varieties of national education on the basis of the provisions of the legislation of Ukraine, taking into account the characteristics of the modern educational system of Ukraine. Attention is drawn to the fact that the establishment of the rule of law, implementation of international standards have led to the emergence of new educational institutions and innovativetrends in the education system, which requires appropriate theoretical substantiation and scientific research. The legislation of Ukraine establishes relatively new types of education that are subject to comp
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Ilchenko, Оlena, and Alla Kobobel. "Educational and legal aspects of activities of out-of-school educational institutions." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 2 (131) (2020): 139–51. http://dx.doi.org/10.24195/2617-6688-2020-2-18.

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The article deals with the historical process of formation of educational and legal support for the activities of out-of-school educational institutions during the independence of Ukraine. Based on the formulated socio-cultural, cognitive, educational and legal criteria of the intensity of qualitative changes in the legislative and legal support of educational activities of out-of-school educational institutions, 3 main stages of this period were identified. The first stage (1991-1999) was characterised as a transition from the old Soviet to the new Ukrainian system of out-of-school educationa
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Фёклин and Sergey Feklin. "Control and Supervision in Education: FAQ on Recent Update." Profession-Oriented School 3, no. 3 (2015): 17–23. http://dx.doi.org/10.12737/11746.

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Federal law of 31.12.2014 № 500-FZ “On Amending Parts of Certain Legislative Acts of the Russian Federation» has significantly changed State regulation
 of education in the frame of Federal law of 29.12.2012 № 273-FZ “On Education in the Russian Federation”.
 Federal law of 29.12.2012 № 273-FZ “On Education in the Russian Federation” has been amended to optimize the following procedures:
 – State accreditation of educational activity;
 – System of actions taken by education control and supervision organs towards educational institutions, bodies of state power of the subject
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Stromquist, Nelly P. "Education policies for gender equity: Probing into state responses." education policy analysis archives 21 (August 26, 2013): 65. http://dx.doi.org/10.14507/epaa.v21n65.2013.

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The implementation of non-discriminatory sex legislation provides theoretical and empirical grounds to examine responses by the state to gender equality. Tracing the trajectory of one such law in the U.S.—Title IX—over a period of 40 years, this study analyzes the extent to which the state: (1) acted as a unitary body, and (2) functioned to dismantle its own oppressive gender features. By examining the federal government’s three core branches (executive, legislative, and judicial), the study finds differential responses by branch, with the greatest variability expressed by the executive branch
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Pastushenko, Elena Nikolaevna, Natalia Vladimirovna Neverova, Elena Vladimirovna Kornukova, and Larisa Nikolaevna Zemtsova. "Banking law as the complex branch of legislation." SHS Web of Conferences 118 (2021): 04003. http://dx.doi.org/10.1051/shsconf/202111804003.

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The objective of the present research is the formation of the concept of teaching banking law as the interdisciplinary subject of the Master’s degree in Economics and Law in higher educational institutions. The work used the dialectic and technical methods that allowed showing the interrelation and mutual influence of the various aspects of the banking law as the interdisciplinary subject in the higher educational institutions. The comparative and legal method was used for revealing the stages of the legal regulation of the banking system of the Russian Federation and the formation of the bank
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Ладнушкина, N. Ladnushkina, Фёклин, and Sergey Feklin. "Risk-Oriented Approach to the Realization of Monitoring and Supervising Activity in the Educational Sector." Profession-Oriented School 4, no. 5 (2016): 43–47. http://dx.doi.org/10.12737/22484.

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In accordance with the Federal Law of 13.07.2015 N 246-FZ “On Amendments to the Federal Law “On protection of rights of legal entities and individual
 entrepreneurs in monitoring of state control (supervision) and municipal control “occurred amendments in the organization of checks, including
 education.
 Director of the school, who observes the legislation and (or) does not allow violations may learn that his institution is not included in the planned
 inspection in the coming year and (or) subsequent years.
 The article describes and comments the changes in the legis
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N.V., Nykonenko. "INFLUENCE OF US SPECIAL EDUCATION LEGISLATION IN 1975–1989 ON SPECIAL EDUCATION DEVELOPMENT." Collection of Research Papers Pedagogical sciences, no. 94 (May 6, 2021): 7–14. http://dx.doi.org/10.32999/ksu2413-1865/2021-94-1.

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The article deals with studying of social transformations in 1975-1989 and new democratic traditions caused with the US legislation on education of individuals with disabilities.The role of the period for the current special education system creation in the United States is highlighted. US federal legislation in 1975–1989 introduced the legal basis of the special education system, which finally determined the vector of its development and caused a revolution in the whole education system. Active civil movement for equal rights enabled the adoption of The Education for All Handicapped Children
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Vok, Milena. "Foreign Practices of Licensing and Authorisation in the Field of Education." Science Governance and Scientometrics 15, no. 3 (2020): 307–30. http://dx.doi.org/10.33873/2686-6706.2020.15-3.307-330.

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Introduction. This article examines the legislative provisions of several countries regulating the right of organisations to carry out educational activities. This study aims to examine the international practices of licensing and authorisation in the field of education. Methods. The research involved uses the formal law method, systemic structural method, comparative law method, sociological/specific sociological method, and the law interpretation method. Results and Discussion. The materials collected during the study offer insights into the models of educational management used worldwide at
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Sacken, Donal M., and Marcello Medina. "Investigating the Context of State-Level Policy Formation: A Case Study of Arizona’s Bilingual Education Legislation." Educational Evaluation and Policy Analysis 12, no. 4 (1990): 389–402. http://dx.doi.org/10.3102/01623737012004389.

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This study presents the application of a set of concepts devised by Mitchell, Marshall, and Wirt (1985) for investigating the distinctive cultures of state educational policy-making. In this study, an interpretation of the events leading to the passage in 1984 of Arizona’s new bilingual education legislation is developed, primarily from interviews with key actors. The central question addressed is whether a more comprehensive or mandatory law could have been achieved in Arizona.
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Dissertations / Theses on the topic "Education and state Educational law and legislation"

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Johnson, Taylon M. "Autism Policy: State and National Legislation Analysis." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cmc_theses/278.

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This research thesis is a policy assessment of the factors that contribute to the current status in treating autism. The policy assessment begins with a description of the key components that that influence policy outcomes in regard to autism. After developing a policy model that outlines various components of issues and approaches to the policy has on Autism, the paper examines several issues with regard to Autism policy, including the lack of insurance coverage, state legislation, waiting lists, evidence vs. non evidence treatments, and the high price for treatments. The paper also examines
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Deng, Huiwen, and 邓汇文. "Understanding new governance in China: a casestudy of the 2006 revision of the compulsory education law of thePeople's Republic of China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50899739.

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This thesis examines the ways in which the role of the National People’s Congress (NPC) has evolved within the political system of the People’s Republic of China (PRC), as well as the implications for the formulation and deliberation of educational policy. This research reported herein compared the revision of the PRC’s Compulsory Education Law, which the National People’s Congress’ Standing Committee (NPCSC) adopted in 2006, with the Compulsory Education Law adopted in 1986, with special reference to the education finance issues underlying the country’s compulsory education provisions. Under
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Silverman, Elizabeth A. "Sex Education in California: The Disconnect between Legislation and Implementation." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/384.

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This thesis explores the fundamental disconnect between California’s image as a national champion of progressive youth sex education and the failure to implement and monitor the instruction of comprehensive sex education as outlined by sections 51930-51939 of the California Education Code.
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Resmann, Brittany L. "No child left behind? the relationship between education policy and student success /." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002607.

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Robinett, Melinda Kathleen. "Special education due process hearings : state differences /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-165959/.

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DeSander, Marguerita Kalekas. "Tenured teacher dismissal for incompetence and the law: A study of state legislation and judicial decisions, 1983--2003." W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1550154049.

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Sakati, Zukiswa. "Teachers' views regarding the influence of quintile-based school categorisation on the culture of teaching and learning in no fee schools." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/4981.

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The main aim of the study is to determine the views of teachers in the East London district on the influence of quintile-based school categorization on the culture of teaching and learning in No Fee Schools (NFS). The study is motivated by the high rate of underperformance registered by the NFS despite the huge amount of support and intervention directed to them. The study is located in the interpretive paradigm and hence used, was a qualitative approach and case study design. Purposive sampling technique was followed to identify participants. Twelve (12) teachers from three research sites, wh
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Heath, John Lionel Potgieter. "An investigation into the present system of orientation for pupils entering high school under the jurisdiction of the Cape Education Department, leading to an orientation programme." Thesis, Rhodes University, 1986. http://hdl.handle.net/10962/d1004769.

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SCHONEMAN, TRUDY ANNE. "RELATED SERVICE PROVISIONS OF PUBLIC LAW 94-142: ISSUES AND RULINGS (PL94-142)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188098.

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The difficulties in interpreting and implementing the related services required under the Education for All Handicapped Children Act of 1975 have generated many state and federal court cases, state and local administrative hearings, and federal policy letters. However, these court cases, hearings, and policy letters have resulted in some contradictory rulings pertaining to the provision of related services. The purpose of this study was to (1) examine the issues associated with the provision of related services, (2) determine how they have been resolved in these administrative and judicial pro
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Smith, William J. 1947. "The education of exceptional children in Québec : a study of government policy goals and legislative action." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61245.

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Policy research in education is a relatively new discipline which deals with the analysis of public policies governing education. The professional literature provides both a conceptual and methodological basis for defining what constitutes a public policy and the means to carry out different types of analysis. Using such a framework, this study analyzes the policy of the Government of Quebec with respect to the education of exceptional children. More specifically, the study focuses on the policy goals and legislative action of the Government.<br>Three separate research questions are each addre
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Books on the topic "Education and state Educational law and legislation"

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Montana. Office of Public Instruction, Montana Association of Business Officials, Montana Rural Education Association, Montana School Boards Association, School Administrators of Montana, and MEA-MFT, eds. K-12 education: 2003 legislative session summary of legislation related to K-12 education. [Montana Office of Public Instruction], 2003.

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Legislature, Montana. K-12 education: 2005 legislative session summary of legislation related to K-12 education. The Office, 2005.

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Walton, Christine. State legislation and high school reform. National Conference of State Legislatures, 2005.

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Manitoba. Panel on Education Legislation Reform. Report of the Panel on Education Legislation Reform. Manitoba Education and Training, 1993.

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Tyll, Van Geel, ed. Education law. 4th ed. Routledge, 2009.

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Tyll, Van Geel, ed. Education law. 3rd ed. Lawrence Erlbaum, 2004.

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Imber, Michael. Education law. 2nd ed. Lawrence Erlbaum Associates, 2000.

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Imber, Michael. Education law. McGraw-Hill, 1993.

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J, Reed Rodney, ed. Educational administration and policy: Effective leadership for American education. 2nd ed. Allyn and Bacon, 1991.

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J, Reed Rodney, ed. Educational administration and policy: Effective leadership for American education. Prentice-Hall, 1986.

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Book chapters on the topic "Education and state Educational law and legislation"

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Novak, Judit. "On Realizing the World-Class University: Litigation and the State." In Evaluating Education: Normative Systems and Institutional Practices. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7598-3_7.

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AbstractThis chapter examines Dickinson v. Mälardalen University as an empirical manifestation of state action for creating and maintaining world-class universities (WCUs). It advances the argument that while litigation has long been assumed to play a far more limited role in higher education (HE) than it does in other areas of public policy, this element of governing fuels a different form of state building, in which courts and judges—sometimes from even the mere existence or threat of their intervention—can play a crucial role in WCU development. At the same time, we need to ask a variety of questions about the outcomes of lawsuits and their effects on HE. Does litigation have the effect of realizing the WCU, or does it not matter at all whether policy goals are pressed in courts or through legislation and professional choices? If it does matter, how and why? This chapter argues that a turn to the courts and a reliance on more formal, less malleable rules is not merely an alternative route to the same goal; litigation matters because law is different, because judicial decision-making shapes and constrains HE politics and policy in important ways.
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Shadymanova, Jarkyn, and Sarah Amsler. "Institutional Strategies of Higher Education Reform in Post-Soviet Kyrgyzstan: Differentiating to Survive Between State and Market." In Palgrave Studies in Global Higher Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-52980-6_9.

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AbstractBetween 1991 and today, the Soviet system of state-funded and Communist Party controlled higher education institutions (HEIs) in Kyrgyzstan has been transformed into an expansive, diverse, unequal, semiprivatized and marketized higher education landscape. Drawing on national and international indicators of higher education in Kyrgyzstan and data about the history and substance of these changes in policy and legislation, this chapter examines key factors which have shaped patterns of institutional differentiation and diversification during this period. These include the historical legacies of Soviet educational infrastructures, new legal and political frameworks for HE governance and finance, changes to regulations for the licensing of institutions and academic credentials, the introduction of multinational policy agendas for higher education in the Central Asian region, changes in the relationship between higher education and labor, the introduction of a national university admissions examination, and the adoption of certain principles of the European Bologna Process. The picture of HE reform that emerges from this analysis is one in which concurrent processes of diversification and homogenization are not driven wholly by either state regulation or forces of market competition, but mediated by universities’ strategic negotiations of these forces in the context of historical institutional formations in Kyrgyzstan.
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Simaika, Samir, and Nevine Henein. "Education and Legislation." In Marcus Simaika. American University in Cairo Press, 2017. http://dx.doi.org/10.5743/cairo/9789774168239.003.0006.

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This chapter discusses Marcus Simaika's career in the fields of education and legislation. Simaika was appointed to the Legislative Council in 1906—the year of his retirement from the Egyptian State Railways—to fill the vacancy for a Coptic member created by the death of Basili Pasha Tadrus, a former judge of the High Court of Appeal. He was chosen by the British Agency in preference to Scandar Fahmi. As a member of the Superior Council of Education, Simaika played a leading role in the promulgation of the law regarding government grants to private schools, subject to the supervision of the Ministry of Education. He also proposed the founding of a large Coptic college for girls, resulting in the establishment of the Coptic Girls College in Abbasiya in 1910. The chapter also considers Simaika's work in the Egyptian legislature, first at the Legislative Council and then at the Legislative Assembly.
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Shchankina, Liubov Nikolaevna, and Svetlana Viktorovna Izutina. "Problems and Stages of Legal Science and Education Development in Russia." In Law and Economics. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75426.

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In the article attention is focused on the study of the problem of the formation of legal science and education in various chronological periods of the existence of the Russian state. State figures, Russian and foreign thinkers, and legal scholars whose contribution to Russian jurisprudence is the most significant are highlighted. It is revealed that the formation and development of theoretical jurisprudence was caused by the needs of society and the state in fair law, as well as the need to systematize the current legislation. The conclusion of the authors is that the formation of legal education in Russia was actively promoted by the state authorities, which contributed to the publication of the first textbooks and manuals on civil and criminal laws; the opening of schools, gymnasiums, and universities. The authors of the article outline that activities of these special educational institutions were of great importance for the formation of the system of legal science and education, on the basis of which there were scientific schools and directions that were developed in the Soviet period and at the present stage. It is mentioned that gradually, the methodological tools were updated and legal education was reformed. After the collapse of the USSR, there were serious changes in it and a kind of Renaissance came. The authors come to the conclusion that currently legal education is designed as an open system that is ready to accept the positive experience of foreign countries and is capable of self-improvement.
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Marschark, Marc, Harry G. Lang, and John A. Albertini. "Educational Programs and Philosophies." In Educating Deaf Students. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780195310702.003.0012.

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In this chapter we explore the continuum of educational alternatives available for deaf children and emphasize the need to consider a variety of factors in determining the best placement for a particular child. Although we focus on schooling, it is important to keep in mind that learning has strong social roots in interactions with adults and peers. The ability to profit from both formal and informal instruction at school requires that children have skills in areas such as attention, problem solving, turn taking, and memorizing and have a positive attitude toward learning. Children must also have a firm foundation in language to access information in the classroom and learn from it. Although a variety of nonverbal, social interaction strategies are available and useful for young deaf (and hearing) children when they enter school, it is through language that the give and take of education really occurs. Parents often find the information available to them in making the school decision both confusing and contradictory. As we described in chapter 2, federal legislation has sought to make access to education easier for deaf children and their families, but the laws often are misinterpreted or overinterpreted by state, regional, and local authorities, making the results less than helpful for parents. Further, there is much disagreement about whether there is one educational setting or format that is best for deaf children, with the issue of residential (i.e., separate) schools versus mainstreaming being the most heated. The school debate is now decades old, and yet the matter is not yet resolved; there is no evidence to indicate that one educational setting is uniformly better than another. Meanwhile, on one issue there appears to be almost unanimous agreement: the importance of early intervention programs for deaf children. Such programs provide communication instruction, parental counseling, and enriching social and cognitive experiences for deaf children. Yet, even with regard to preschool programs, there are some complex decisions to be made because different programs may influence language, cognitive, and social growth in a variety of ways.
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Pfau-Effinger, Birgit, and Thordis Reimer. "The interplay of welfare state policies with supply- and demand-side factors in the production of marginalised part-time employment among women in Germany." In Dualisation of Part-Time Work. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447348603.003.0010.

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In the early 2000s, Germany's Red-Green government introduced a new type of marginal employment in the form of 'Minijob' legislation. In the context of the dualisation strategy of the German welfare state, Minijob legislation has supported firms in extending the secondary segment of marginal jobs. However, Minijobs are associated with particularly low social security and high poverty risks, and these positions are primarily staffed by women. Therefore, the extension of the Minijob system has contributed to the persistence of traditional structures of gender inequality. This empirical study examines how demand and supply side factors interact with welfare state institutions and politics in the production of marginal employment of women in part-time jobs. Using data from the German Socio-Economic Panel, we used logistic regression to analyse women's risk of working in Minijobs based on family, educational, biographical and workplace characteristics. The research results identify both supply side and demand side factors as being significant in shaping a situation whereby married women with small children and lower levels of education who work in small, non-public firms are particularly exposed to the risks of marginal employment in Minijobs.
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Mehta, Jal. "A “Semiprofession” in an Era of Accountability." In The Allure of Order. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199942060.003.0008.

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While changes in the way that education was defined were key to subsequent policy debate, the movement toward educator accountability also drew its impetus from a broader movement toward the rationalization and lay control of professionals that has affected medicine, law, higher education, and many other fields. Viewing educational politics through this broader lens of the sociology of the professions explains why similar movements toward accountability arose simultaneously across fields, as well as why the teaching profession was particularly vulnerable to these external demands. Previous scholarship on the educational accountability movement has largely ignored the perspective offered by the sociology of the professions on the dynamics of reform. Political scientists who seek to explain the movement toward educational standards and accountability have focused on state and particularly federal legislative history, seeking to understand the key decisions that have propelled education reform. They have paid little attention to similar movements toward accountability in other fields or to how the “semi-professional” status of education may have affected the dynamics of reform. Sociologists who study schooling have noted what they perceive as a trend towards the deprofessionalization of teaching, but their interest is less in the causes of deprofessionalization and more in its consequences for teachers’ work. They also have shown little concern with the question of how professionalization affects the politics of reform or, more sociologically, of what explains the success or failure of teachers’ attempts to increase the professionalization of their practice. This chapter seeks to fill this void and address a series of questions about the movement toward educational accountability from the perspective of the sociology of the professions. This perspective brings several key questions to the fore: Why has there been an increasing demand for accountability across the professions? How does the low status of K–12 education in comparison with other professions affect the demands made by external reformers? How have teachers sought to increase their professional status and power in light of these external demands? And finally, how successful have teachers been in their efforts to professionalize their practice, and what explains their success or lack thereof?
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Inozemtsev, Artem, and Larisa Semenovska. "PECULIARITIES OF FORMS AND METHODS JF EDUCATIONAL WORK OF THE PETROVSK POLTAVA CADET CORPS (1840–1919)." In Integration of traditional and innovative scientific researches: global trends and regional as. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-001-8-1-4.

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The article is devoted to one of the areas of military pedagogy – cadet education. It describes the features of forms and methods of educational work in the Petrovsky Poltava Cadet Corps (1840-1919) – the first military educational institution in the Ukrainian provinces of the Russian Empire. The main activities of the Petrovsky Poltava Cadet Corps were: general and special military. General education provided the study of a wide range of subjects (the law of God, Russian language and literature, foreign languages, mathematical sciences, natural history, physics, chemistry, cosmography, geography, history, legislation, drawing, calligraphy), as well as religious, moral, aesthetic, physical, labor education, contributed to the intellectual development of cadets, the formation of honor and dignity, agility and endurance, instilled noble behavior. Pupils were also taught music (music theory, playing musical instruments, choral singing, secular work and spiritual music). Special military (military sciences, military-physical, military-training) was aimed at mastering the basics of military affairs, practical skills and the formation of the strength of spirit necessary for the military to perform its duties to protect the state. In the first twenty years of the institution's activity, the military element was the main one in the training of cadets, and its basis was considered to be military training. It practiced at least 6 hours a week and spent the same amount of time on fencing and gymnastics. The foundations of military affairs were laid during the mastering of courses artillery, fortification, tactics and military topography. The factual material presented in the article proves that the forms (lessons, additional classes, subject groups, independent work, control test, exams, excursions, stay in the summer camp) and methods of educational work in the Petrovsky Poltava Cadet Corps contributed to the formation of a comprehensively developed personality of the cadet, devoted to military affairs and the state. One of the methods of education in the Petrovsky Poltava Cadet Corps was the method of training. The implementation of this method primarily contributed to the formation and rooting in the cadets of one of the most important in their future work traits such as discipline. Cadets were also taught to read (independent and group). It included: conversations, reading of works of classics, pedagogical situations, educational reading of periodicals with the subsequent discussion. The functioning of cadet corps and lyceums with enhanced physical training in modern Ukraine, based on the principles of cadet education, is the basic basis for the formation of highly qualified officers of the Armed Forces of Ukraine. Thus, recourse to the experience of military pedagogy is relevant.
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"Church and State in Contemporary Nigerian Educational Legislation." In Church and State in Education, edited by George Z. F. Bereday and Joseph A. Lauwerys. Routledge, 2018. http://dx.doi.org/10.4324/9780203080634-36.

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Mehta, Jal. "E Pluribus Unum: How Standards and Accountability Became King." In The Allure of Order. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199942060.003.0009.

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In the years following A Nation at Risk, a storm of educational reform activities swept across the states, as governors and state legislatures tried everything they could think of to improve their schools. But beginning in the late 1980s and continuing through the 1990s, one idea became more popular than the rest. Standards-based reform—setting standards, creating assessments, and imposing accountability—became the most widely preferred school reform strategy; it was enacted in 42 states before federal legislation began to encourage it in 1994 and in 49 states before it became required under No Child Left Behind in 2001. Furthermore, since norms against federal involvement in education made it difficult for Congress to act in the absence of a state-level consensus, understanding how this consensus came to be formed is critical to understanding how standards-based reform became federal law as well. When a policy spreads across the majority of states in the absence of strong federal requirements, it is reasonable to hypothesize that diffusion processes are at work. Some states develop models, and their success begets adoption in other states. There is some evidence of such a process at work here, particularly in the case of later-adopting states copying some of the leaders. But the possibility of adopting a diffusing policy template still begs the question of state politics—why, exactly, did so many different states choose to put their eggs in the standards-based-reform basket? In this chapter I argue that the key to the widespread success of standards and accountability is the way that the policy crossed ideological divides. Democrats and Republicans, who had long been divided over issues such as vouchers and increased aid to schools, found themselves on the same side of the fence when it came to standards-based reform, if not always for the same reasons. The pages that follow trace the trajectory of three very different states in moving toward standards-based reform—blue Maryland, where a coalition of Democratic reformers championed standards as a way to gain leverage on failing schools in high-poverty districts; purple Michigan, where a mixed coalition of left and right came to support the same policy for different reasons; and red Utah, where an angry Republican legislature saw in standards-based reform a way to hold a recalcitrant educational establishment to account.
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Conference papers on the topic "Education and state Educational law and legislation"

1

Liu, Mei. "Legislation on Educational Punishment." In 2016 2nd International Conference on Economy, Management, Law and Education (EMLE 2016). Atlantis Press, 2017. http://dx.doi.org/10.2991/emle-16.2017.83.

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Battalova, Sania. "The right to reading: The principles of the Marrakesh Treaty in Russia." In The Book. Culture. Education. Innovations. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-223-4-2020-38-43.

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The Marrakesh Treaty on facilitating access for blind and visually impaired people and people with print disabilities to published works is one of the first international treaties in copyright aimed at widening the access to printed works under the copyright for up to 300 million people with print disabilities. The member states are to amend their national laws correspondingly. Russia ratified the Treaty in November, 2017 2 [4] and on May 8, 2018, the Treaty will come into effect in this country. By doing this, Russia accepts responsibility to eliminate legislative barriers preventing inequali
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Ioana, Adrian, Daniela Tufeanu, Dragos Florin Marcu, Bogdan Florea, and Daniela Luta. "ELEMENTS OF THE EDUCATIONAL SYSTEM IN THE ECOLOGICAL FIELD PRINCIPLES OF ENVIRONMENTAL LEGISLATION." In GEOLINKS Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/geolinks2021/b2/v3/09.

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This article has as a starting point the definition of the concept of ecological principles. Then, after classification of the principles of ecology (domestic principles and international principles), we present and critically analyze and compare the main principles in the field of ecology. Among the ecological principles on the domestic chain, we present and analyze 11 principles, namely: pollution must be combated at the source; the interests of environmental protection must be taken into account in all design or execution decisions; any exploitation or use of natural resources must be avoid
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Lasaosa, Virginia Espa, María José Gutiérrez Lera, María Cañas Aparicio, and María Adelaida Gutiérrez Martín. "Veinte años de docencia de la fotografía. Estudio de caso: Escuela de Arte de Huesca (España), Twenty years teaching photography. Case study: The Art School of Huesca (Spain)." In I Congreso Internacional sobre Fotografia: Nuevas propuestas en Investigacion y Docencia de la Fotografia. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/cifo17.2017.6741.

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ResumenEl Ciclo Formativo de Grado Superior en Fotografía pertenece a la familia profesional artística de Comunicación Gráfica y Audiovisual y forma parte del sistema educativo español público.Esta comunicación presenta un panorama de la evolución de los estudios sobre fotografía en las Escuelas de Artes Plásticas y Diseño, exponiendo, a través del ejemplo de la Escuela de Arte de Huesca, el caso de la Comunidad Autónoma de Aragón.La implantación del grado superior de fotografía en Huesca se incardinó en la estructura propicia que aportaba una ciudad acostumbrada a valorar este modo de expresi
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Erdmanis, Rihards. "Legal Aspects of Parental Responsibility in the Education of a Child." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.14.

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In the Latvian education system, the legal relationship between parents and the school is important. The child’s parents are obliged to take the child to school. It means that the State implements an education policy in line with both the findings based on educational science and that the child’s right to education is ensured at least at the basic school level. In Latvia, education law as a branch of law is an underdeveloped field. The legal relationship between children’s parents and the educational institution has been little studied from the legal science perspective. Thus, in this study, t
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Бардин, Лев, and Lev Bardin. "On the problems of the quality of legal education assurance." In St. Petersburg international Legal forum RD forum video — Rostov-na-Donu. INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/conferencearticle_5a3a6fac7e9c54.84141347.

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More than once it was said that it is objectively impossible to prepare for four years in the university a universal specialist, ready for legal practice immediately after receiving diploma; that is still not found treatment of a disease called "substandard legal education". In 2006, the rector of the Moscow State Law University Oleg Kutafin said: "We hope that the decision on the switchover to the Bologna system for law schools will be canceled "; "In general, I welcome the Bologna process, but it does not mean that we must blindly copy other systems. In our country law schools used to prepar
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Иванников, Иван, and Ivan Ivannikov. "Legal Education in Russia: Past, Present, Future." In St. Petersburg international Legal forum RD forum video — Rostov-na-Donu. INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/conferencearticle_5a3a6fa74f44b2.93145717.

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The article actualizes the question of the quality of legal education in modern Russia, its relationship with the security of society and the state. Unlike the Russian Empire and the USSR, the quality of legal education in the Russian Federation is low. Three main problems of poor quality of education were noted: 1) to obtain a unified master's legal education without a basic bachelor's legal education, that is, people who do not have a first level are admitted to the second level of education; 2) a large number of non-core universities and non-state educational institutions that train lawyers
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