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Journal articles on the topic 'Educational Policy'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Tello, César. "Theoretical Reflections on Research in Educational Policys. Epistemologies of Education Policy Approach." Advances in Social Sciences Research Journal 1, no. 7 (2014): 49–65. http://dx.doi.org/10.14738/assrj.17.638.

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2

Musbaing. "Educational Policy." International Journal of Asian Education 1, no. 2 (2020): 53–60. http://dx.doi.org/10.46966/ijae.v1i2.35.

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This paper seeks to offer an interpretation of the significance of the core of education in an attempt to achieve public policy goals. Some publications addressing approaches, techniques, and models of learning as a means of understanding the ideal education, but there are still deficiencies attributable to educators or adults who do not see the environment as a place of training. The paper aims to provide parents, teachers, and the community with knowledge so that education is a joint obligation so that cooperation in the education system is complete. "Tri Pusat Pendidikan" are three critical

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3

Rapson, Mary F., and Rebecca B. Rice. "Educational Policy Implications." Journal of Nursing Education 38, no. 5 (1999): 197–202. http://dx.doi.org/10.3928/0148-4834-19990501-05.

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4

Lord, Wayne. "Shaping educational policy." Music Educators Journal 78, no. 1 (1991): 9. http://dx.doi.org/10.2307/3398301.

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5

Aviles de Bradley, Ann. "Homeless Educational Policy." Urban Education 50, no. 7 (2014): 839–69. http://dx.doi.org/10.1177/0042085914534861.

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6

Shafer, Susanne M. "Educational Policy Formation." European Education 26, no. 3 (1994): 3–4. http://dx.doi.org/10.2753/eue1056-493426033.

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7

Pappas, Georgios. "EDUCATIONAL SYSTEM AND NEOLIBERAL EDUCATIONAL POLICY." Continuing Professional Education: Theory and Practice, no. 2 (2020): 14–18. http://dx.doi.org/10.28925/1609-8595.2020.2.2.

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The aim of this paper is to track, record and highlight the implications of the application of market principles in education. The supporters of the above mentioned view, consider that the pedagogical science is allowed to provoke to its clientele neither «spleepiness» nor fleeing. On the contrary, those who oppose the application of the principles of the market in education, consider that by the logic of the market, schools and universities are turned into businesses and students into a two-category workforce, depending on their degrees and financial capacity. Through the examination of labou

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8

Mardonov, Ravshan. "Eastern Philosophy Of Education And Educational Policy: Features And Priorities." American Journal of Social Science and Education Innovations 03, no. 02 (2021): 288–94. http://dx.doi.org/10.37547/tajssei/volume03issue02-46.

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Based on the study of philosophical and pedagogical literature, the article analyzes the features of the philosophy of education, the educational system and educational policy of Eastern countries, using the example of Japan and China. The conclusion is substantiated that the western and eastern systems of education coexist in addition to each other. The East needs knowledge and information. The West needs wisdom and education.

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9

IKEDA, Ken-ichi. "Diagnosing Educational Achievement Gaps in Educational Policy." Comparative Education 2017, no. 54 (2017): 187–98. http://dx.doi.org/10.5998/jces.2017.54_187.

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10

Smith, Ralph A. "Educational Aesthetics and Policy." Arts Education Policy Review 109, no. 6 (2008): 3–12. http://dx.doi.org/10.3200/aepr.109.6.3-12.

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11

Fast, Idit. "Understanding Educational Policy Formation." Sociology of Education 89, no. 1 (2015): 59–78. http://dx.doi.org/10.1177/0038040715615923.

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This study explores mechanisms underlying processes of educational policy formation. Previous studies have given much attention to processes of diffusion when accounting for educational policy formation. Less account has been given to the day-to-day institutional dynamics through which educational policies develop and change. Building on extensive governmental archival data, complemented with interviews and media analysis, I study the development and transformation of school violence policies in Israel. I argue that diffusion of global policy ideas and practices provides the menu of possible p

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12

Ravitch, Diane. "Hoaxes in Educational Policy." Teacher Educator 49, no. 3 (2014): 153–65. http://dx.doi.org/10.1080/08878730.2014.916959.

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13

Castejón, Adriana Boogerman. "Educational Policy, Mixed Discourses." Language Problems and Language Planning 21, no. 1 (1997): 20–34. http://dx.doi.org/10.1075/lplp.21.1.02cas.

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RESUMEN Política educativa, discursos contradictorios: Respuestas a estudiantes de minoñas en Cataluña En este trabajo, analizo críticamente dos documentos de política educativa que definen parte de la ideología que subyace la oferta educativa para alumnos pertenecientes a minorías etnolingüísticas o socioeconómicas en Cataluňa. Esta oferta ha sido desarrollada a través del llamado Programa d'Educació Compensatòria. En mi análisis, identifico los supuestos en que se basan dichos documentos de política educativa, y las concepciones de la diversidad cultural y lingüística implícitas en ellos. Mi

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14

Mather, Patrick-André. "Creoles and educational policy." Journal of Pidgin and Creole Languages 28, no. 1 (2013): 1–11. http://dx.doi.org/10.1075/jpcl.28.1.01mat.

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15

Vandenberg, Donald. "Ideology and Educational Policy." Journal of Educational Thought / Revue de la Pensée Educative 1, no. 1 (2018): 38–50. http://dx.doi.org/10.55016/ojs/jet.v1i1.43488.

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

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16

Kim, Junghyo, and Junhan Lee. "Educational Attainment and Policy." Social Indicators Research 62/63, no. 1-3 (2003): 187–95. http://dx.doi.org/10.1023/a:1022645201018.

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17

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

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There is a country where teachers have high status, and in which they have qualifications on a par with members of other respected profession. Parents and children have high aspirations and high expectations from education. Children are fully aware of the importance of hard and consistent work from each pupil. Schools open on 222 days in the year, and operate on the belief that all children can acquire the core elements of the core subjects. It is not expected that a class will have a tail. Those in danger of becoming part of an incipient tail have to make up work in their breaks or after scho

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18

Komorowska, Hanna. "Poland: Educational Policy Trends." European Education 24, no. 2 (1992): 94–96. http://dx.doi.org/10.2753/eue1056-4934240294.

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19

Altbach, Philip G. "Changes at Educational Policy." Educational Policy 13, no. 1 (1999): 5–6. http://dx.doi.org/10.1177/0895904899131001.

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20

Levin, Benjamin. "Educational Policy and Development." International Political Science Review 11, no. 3 (1990): 385–95. http://dx.doi.org/10.1177/019251219001100308.

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21

Finnigan, Kara S., Jennifer Jellison Holme, Myron Orfield, et al. "Regional Educational Policy Analysis." Educational Policy 29, no. 5 (2014): 780–814. http://dx.doi.org/10.1177/0895904813518102.

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22

Young, Tamara, and Wayne D. Lewis. "Educational Policy Implementation Revisited." Educational Policy 29, no. 1 (2015): 3–17. http://dx.doi.org/10.1177/0895904815568936.

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23

Frey, Donald E. "Educational research and policy." Economics of Education Review 7, no. 2 (1988): 261. http://dx.doi.org/10.1016/0272-7757(88)90052-0.

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24

Narender Reddy, P. "National Education Policy 2020 - Challenges and Opportunities on the Educational System." International Journal of Science and Research (IJSR) 10, no. 11 (2021): 927–30. https://doi.org/10.21275/sr211115122335.

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25

de Russy, Candace. "Educational policy averting educational dissolution in New York." Academic Questions 12, no. 3 (1999): 86–91. http://dx.doi.org/10.1007/s12129-999-1014-6.

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26

Young, Michelle D. "Multifocal Educational Policy Research: Toward a Method for Enhancing Traditional Educational Policy Studies." American Educational Research Journal 36, no. 4 (1999): 677–714. http://dx.doi.org/10.3102/00028312036004677.

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27

Smith, Ralph A. "Rembrandt, Educational Standards, and Policy." Arts Education Policy Review 109, no. 5 (2008): 3–8. http://dx.doi.org/10.3200/aepr.109.5.3-8.

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28

Smart, Kenneth, Colin Brock, and Witold Tulasiewicz. "Cultural Identity and Educational Policy." British Journal of Educational Studies 34, no. 3 (1986): 279. http://dx.doi.org/10.2307/3121012.

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29

Ognevyuk, Viktor. "Educational policy as state priority." Osvitolohiya, no. 3 (2014): 59–65. http://dx.doi.org/10.28925/2226-3012.2014.3.5965.

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30

Pektaş, Hacı Mehmet, RAMAZAN TETİK, and OĞUZ YILDIZ. "CANADA EDUCATIONAL POLICY AND ANALYSIS." NEW ERA JOURNAL OF INTERDISCIPLINARY SOCIAL STUDIES 7, no. 12 (2022): 76–89. http://dx.doi.org/10.46291/newera.154.

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Özet ABSTRACT Canada is governed by a democratic constitutional monarchy. At the head of the state is a monarch, with an elected prime minister at the head of the government. There is a federal system of parliamentary governments. The duties of government are shared between federal, state and territory governments. Canada, whose capital is Ottawa, consists of 10 provinces and 3 territories (Wikipedia, 2020). Canada's population is estimated to be 36,885,000 as of January 1, 2018. English and French are used as official languages in the country. About 60% of the total population speaks English

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31

Nezhyva, Olga. "NATIONAL IDEA AND EDUCATIONAL POLICY." Educational Discourse: collection of scientific papers, no. 2(2) (December 20, 2017): 49–64. http://dx.doi.org/10.33930/ed.2017.5007.2(2)-5.

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The national idea is a form of reflection of a nation over the essence and meaning of the existence of its community. It reflects a set of axiological and teleological orientations of national existence. The national idea is formed on the basis of socio-historical traditions, culture, and mentality of the nation and, respectively, thereby influences these factors, acting as a peculiar life-giving consciousness, cultural and historical dynamics of national existence. The modern interpretation of the essence of the national idea is marked by pluralism and the mosaic of perception, which is gener

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32

Sawicki, Marianne. "EDUCATIONAL POLICY AND CHRISTIAN ORIGINS." Religious Education 85, no. 3 (1990): 455–77. http://dx.doi.org/10.1080/0034408900850312.

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33

Giles, Geoffrey J. "Educational Policy in Nazi Germany." Review of Education 11, no. 2 (1985): 91–96. http://dx.doi.org/10.1080/0098559850110202.

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34

김미숙. "Equalization policy and educational quality." Korean journal of sociology of education 18, no. 2 (2008): 1–30. http://dx.doi.org/10.32465/ksocio.2008.18.2.001.

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35

Junseong Hwang. "Study on Educational Legislation Policy." Journal of Law of Education 24, no. 2 (2012): 93–112. http://dx.doi.org/10.17317/tjle.24.2.201208.93.

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36

Kazepides, Tasos. "The Logic of Educational Policy." Canadian Journal of Education / Revue canadienne de l'éducation 20, no. 3 (1995): 272. http://dx.doi.org/10.2307/1494852.

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37

Hill, Brian V. "Multiculturalism as an Educational Policy." Journal of Christian Education os-40, no. 3 (1997): 3–9. http://dx.doi.org/10.1177/002196579704000301.

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38

WHITE, MICHAEL. "EDUCATIONAL POLICY AND ECONOMIC GOALS." Oxford Review of Economic Policy 4, no. 3 (1988): 1–20. http://dx.doi.org/10.1093/oxrep/4.3.1.

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39

Forster, Kathie. "Parents' rights and educational policy." Educational Philosophy and Theory 21, no. 1 (1989): 47–52. http://dx.doi.org/10.1111/j.1469-5812.1989.tb00121.x.

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40

Grossman, Herschel I., and Minseong Kim. "Educational Policy: Egalitarian or Elitist?" Economics and Politics 15, no. 3 (2003): 225–46. http://dx.doi.org/10.1111/1468-0343.00123.

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41

ten Dam, Geert T. M., and Monique L. L. Volman. "Feminist research and educational policy." Journal of Education Policy 10, no. 2 (1995): 209–20. http://dx.doi.org/10.1080/0268093950100206.

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42

Cohen, David K. "Educational Technology, Policy, and Practice." Educational Evaluation and Policy Analysis 9, no. 2 (1987): 153–70. http://dx.doi.org/10.3102/01623737009002153.

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43

Levin, Henry M. "Cost-Effectiveness and Educational Policy." Educational Evaluation and Policy Analysis 10, no. 1 (1988): 51–69. http://dx.doi.org/10.3102/01623737010001051.

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

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44

Smolin, O. N. "Technological sovereignty and educational policy." Scientific Works of the Free Economic Society of Russia 248, no. 4 (2024): 173–87. http://dx.doi.org/10.38197/2072-2060-2024-248-4-173-187.

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The article is devoted to one of the most urgent problems – the staffing of technological sovereignty of Russia. The author analyzes the factors that actualize this problem, including the imprecisely formulated import substitution strategy. In the author's opinion, the most acute problems of educational policy in this regard are the training of highly qualified workers, engineers and teachers. The article formulates specific proposals, the general meaning of which is financial and social prioritization, which makes it possible to reduce or overcome the personnel shortages in the relevant areas

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45

Ryan, James. "Educational Policy for Effective Schools." Journal of Educational Thought / Revue de la Pensée Educative 24, no. 2 (2018): 132–34. http://dx.doi.org/10.55016/ojs/jet.v24i2.52890.

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46

Broadfoot, Patricia. "Educational policy in comparative perspective." Comparative Education 38, no. 2 (2002): 133–35. http://dx.doi.org/10.1080/03050060220140539.

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47

Crossley, Michael. "Multiculturalism, mediation and educational policy." Comparative Education 42, no. 4 (2006): 471–72. http://dx.doi.org/10.1080/03050060600988361.

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48

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

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49

Aladekomo, Florence O. "Nigeria Educational Policy and Entrepreneurship." Journal of Social Sciences 9, no. 2 (2004): 75–83. http://dx.doi.org/10.1080/09718923.2004.11892434.

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50

Kellaghan, Thomas. "IEA Studies and Educational Policy." Assessment in Education: Principles, Policy & Practice 3, no. 2 (1996): 143–60. http://dx.doi.org/10.1080/0969594960030203.

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