Увійти

Готові списки джерел за темами / Critical Policy Analysis in Education / Статті в журналах

Щоб переглянути інші типи публікацій з цієї теми, перейдіть за посиланням: Critical Policy Analysis in Education.

Статті в журналах з теми "Critical Policy Analysis in Education"

Автор: Grafiati

Опубліковано: 10 січня 2023

Оновлено: 28 січня 2023

Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями

Оберіть тип джерела:

Ознайомтеся з топ-50 статей у журналах для дослідження на тему "Critical Policy Analysis in Education".

Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.

Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.

Переглядайте статті в журналах для різних дисциплін та оформлюйте правильно вашу бібліографію.

1

Apple, Michael W. "On Doing Critical Policy Analysis." Educational Policy 33, no. 1 (October 20, 2018): 276–87. http://dx.doi.org/10.1177/0895904818807307.

Повний текст джерела

Анотація:

In my comments on this fine collection of critical policy analyses, I want to do a number of things. I shall point to the general conceptual and social orientation and commitments that provide the foundation for such research. I will then describe a number of contributions that these papers make. And finally, I shall suggest a number of areas where additional critical investigations could make a significant contribution to our understanding. I hope that I will be forgiven if, at times, I refer to my own work. But many of the arguments I will make in this essay require much more detailed treatments, ones in which I have engaged elsewhere. Thus, these references to my own lengthier analyses may serve as a shorthand pointer to the larger discussions.

Стилі APA, Harvard, Vancouver, ISO та ін.

2

Thorius, Kathleen A. King, and Brendan D. Maxcy. "Critical Practice Analysis of Special Education Policy." Remedial and Special Education 36, no. 2 (October 9, 2014): 116–24. http://dx.doi.org/10.1177/0741932514550812.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

3

Prunty, John J. "Signposts for a Critical Educational Policy Analysis." Australian Journal of Education 29, no. 2 (August 1985): 133–40. http://dx.doi.org/10.1177/000494418502900205.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

4

Marshall, Catherine. "Researching the Margins: Feminist Critical Policy Analysis." Educational Policy 13, no. 1 (January 1999): 59–76. http://dx.doi.org/10.1177/0895904899131006.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

5

Johnson, Jerry, and Craig B. Howley. "Contemporary Federal Education Policy and Rural Schools: A Critical Policy Analysis." Peabody Journal of Education 90, no. 2 (March 15, 2015): 224–41. http://dx.doi.org/10.1080/0161956x.2015.1022112.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

6

Lester, Jessica Nina, Chad R. Lochmiller, and Rachael Gabriel. "Locating and applying critical discourse analysis within education policy." education policy analysis archives 24 (October 17, 2016): 102. http://dx.doi.org/10.14507/epaa.24.2768.

Повний текст джерела

Анотація:

This article introduces the first of a two-part Special Issue on Discourse Perspectives and Education Policy. This first special issue is focused on critical discourse analysis and education policy. Within this article, we provide a brief overview of discourse analysis generally and critical discourse analysis specifically. We highlight some of the ways in which policy researchers have applied the theories and methods associated with CDA and note the methodological and substantive contributions of this work. Then, we provide an overview of the six papers included within this special issue, noting each paper’s key points and explicit links to policy. We conclude by pointing to future directions for research at the intersection of education policy and discourse studies.

Стилі APA, Harvard, Vancouver, ISO та ін.

7

Larsen, Marianne A. "A Critical Analysis of Teacher Evaluation Policy Trends." Australian Journal of Education 49, no. 3 (November 2005): 292–305. http://dx.doi.org/10.1177/000494410504900306.

Повний текст джерела

Анотація:

Modernising the teaching profession has become one of the main goals of contemporary educational system reform. The evaluation of teachers has been integral to the new teacher quality policies and programs. This article provides a comparative and critical analysis of the evaluations that teachers now confront during their professional careers. Examples of teacher evaluation practices and processes from Australia, Canada, the United States, and England are described and analysed.

Стилі APA, Harvard, Vancouver, ISO та ін.

8

Woo, Rami, Ji Hyun Hwang, and Kyounghye Seo. "A Critical Analysis of Multicultural Education Policy in Korea." Journal of Educational Studies 49, no. 2 (June 30, 2018): 59–88. http://dx.doi.org/10.15854/jes.2018.6.49.2.59.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

9

Taher Saleh, Sanaa. "Education policy, neoliberalism, and leadership practice a critical analysis." Hungarian Educational Research Journal 10, no. 1 (March 2020): 101–3. http://dx.doi.org/10.1556/063.2020.00010.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

10

Hyatt, David. "The critical policy discourse analysis frame: helping doctoral students engage with the educational policy analysis." Teaching in Higher Education 18, no. 8 (June 8, 2013): 833–45. http://dx.doi.org/10.1080/13562517.2013.795935.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

11

Winton, Sue, and Stephanie Tuters. "Constructing bullying in Ontario, Canada: a critical policy analysis." Educational Studies 41, no. 1-2 (September 11, 2014): 122–42. http://dx.doi.org/10.1080/03055698.2014.955737.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

12

Bensimon, Estela Mara, and Catherine Marshall. "Like It Or Not: Feminist Critical Policy Analysis Matters." Journal of Higher Education 74, no. 3 (2003): 337–49. http://dx.doi.org/10.1353/jhe.2003.0021.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

13

Kovačević, Jasna, Zijada Rahimić, and Dževad Šehić. "Policy makers’ rhetoric of educational change: A critical analysis." Journal of Educational Change 19, no. 3 (April 3, 2018): 375–417. http://dx.doi.org/10.1007/s10833-018-9322-7.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

14

Espinoza, Oscar. "Reflections on the concepts of "politics," public policy and education policy." education policy analysis archives 17 (April 15, 2009): 8. http://dx.doi.org/10.14507/epaa.v17n8.2009.

Повний текст джерела

Анотація:

The purpose of this article is to shed light on three key issues: a) the concepts of policy, public policy and educational policy and the interrelations that those concepts have when conducting policy analysis; b) some procedures to conduct policy analysis; and c) some trends observed during the development of educational policies based on the assumptions of critical theory and functionalist theory. Methodologically, this is a qualitative study which uses secondary sources (based on in depth literature review). The study concludes that the design and the implementation of educational policies are framed in different ways by policy makers and other stakeholders adopting the critical and the functionalist paradigm. Policy makers using critical theory as their main framework emphasize the necessity of linking the analysis, design and implementation of educational policies to the demands of those actors that usually are not the target of public policies, that is, poor people and minorities. On the other hand, policy makers that work with functionalist-positivist frameworks use to consider in their analyses technical factors, privileging in that sense, cost-benefit analysis, cost-efficiency analysis, and social indicators.

Стилі APA, Harvard, Vancouver, ISO та ін.

15

Adhikary, Rino Wiseman, and Bob Lingard. "A critical policy analysis of ‘Teach for Bangladesh’: a travelling policy touches down." Comparative Education 54, no. 2 (August 8, 2017): 181–202. http://dx.doi.org/10.1080/03050068.2017.1360567.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

16

Logan, Jean E., Carolyn D. Pauling, and Debra B. Franzen. "Health Care Policy Development: A Critical Analysis Model." Journal of Nursing Education 50, no. 1 (November 30, 2010): 55–58. http://dx.doi.org/10.3928/01484834-20101130-02.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

17

Koon, Danfeng Soto-Vigil. "Critical education policy network analysis: Theoretical elaborations and methodological implications." International Journal of Educational Research 115 (2022): 102041. http://dx.doi.org/10.1016/j.ijer.2022.102041.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

18

Dr. Munir Khan, Dr. Nasrin Akhtar, and Mr. Faisal Rauf. "Critical Analysis of Science Education in Policy Perspective of Pakistan." sjesr 3, no. 2 (June 25, 2020): 50–58. http://dx.doi.org/10.36902/sjesr-vol3-iss2-2020(50-58).

Повний текст джерела

Анотація:

Worldwide developments in the sciences have changed human lives radically. Science education has an important role in enabling school learners to understand something of what the sciences have found and how the findings were made, along with an awareness of the place of the sciences in any modern society. The objectives of this analytical document study were to review and draw from a wide range of national education polices reports of commissions and conferences and to explore and summarize the issues that need to be addressed, since independence of Pakistan in 1947. These policy documents and reports identify a lack of progress and other studies suggest why. In the light of the findings as well as studies set in other countries, it is suggested that a coherent approach is needed where the curricula in the sciences, the resources to be made available and the assessment systems to be employed are all focusing on the wider aims of science education. In this, there can be a move away for the dominance of memorization and recall towards wider educational goals. The training of science teachers also needs major overhaul. In this way the evidence suggests that a rich and effective provision in science education can be developed and implemented.

Стилі APA, Harvard, Vancouver, ISO та ін.

19

Smalley, Paul. "A critical policy analysis of local religious education in England." British Journal of Religious Education 42, no. 3 (January 15, 2019): 263–74. http://dx.doi.org/10.1080/01416200.2019.1566114.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

20

Yadav, Vinod Kumar. "Pay policy in technical education of India: a critical analysis." International Journal of Education Economics and Development 5, no. 3 (2014): 280. http://dx.doi.org/10.1504/ijeed.2014.065314.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

21

Molla, Tebeje. "Critical policy scholarship in education: An overview." education policy analysis archives 29 (January 10, 2021): 2. http://dx.doi.org/10.14507/epaa.29.5655.

Повний текст джерела

Анотація:

This paper presents an overview of critical policy scholarship (CPS) in education. Historically, policy research has been dominated by what is commonly referred to as the policy science tradition, which is positivist in its philosophical stance and instrumentalist in its purpose—it focuses on producing knowledge relevant for policy decisions. However, with the rise of interpretive social inquiry in the 1970s and against the backdrop of unique political developments in the 1980s, CPS emerged as an alternative policy research perspective. This review discusses the scope and foci of CPS in education under four themes: methodological assumptions, interdisciplinary roots, enduring analytical goals, and emerging empirical contexts. Implications of the prevalence of inequality, Big Data and digital panopticon for educational policymaking and policy research are also briefly discussed. The paper concludes that although its foci of analysis have shifted considerably in the last four decades, analytical interest and tools of CPS remain largely unchanged.

Стилі APA, Harvard, Vancouver, ISO та ін.

22

Molla, Tebeje. "Critical policy scholarship in education: An overview." education policy analysis archives 29 (January 10, 2021): 2. http://dx.doi.org/10.14507/epaa.29.5655.

Повний текст джерела

Анотація:

This paper presents an overview of critical policy scholarship (CPS) in education. Historically, policy research has been dominated by what is commonly referred to as the policy science tradition, which is positivist in its philosophical stance and instrumentalist in its purpose—it focuses on producing knowledge relevant for policy decisions. However, with the rise of interpretive social inquiry in the 1970s and against the backdrop of unique political developments in the 1980s, CPS emerged as an alternative policy research perspective. This review discusses the scope and foci of CPS in education under four themes: methodological assumptions, interdisciplinary roots, enduring analytical goals, and emerging empirical contexts. Implications of the prevalence of inequality, Big Data and digital panopticon for educational policymaking and policy research are also briefly discussed. The paper concludes that although its foci of analysis have shifted considerably in the last four decades, analytical interest and tools of CPS remain largely unchanged.

Стилі APA, Harvard, Vancouver, ISO та ін.

23

Kumar, Srijan. "A Critical Analysis of India’s National Education Policy 2020: Focusing on Higher Education." JOURNAL OF ASIAN STUDIES 24, no. 4 (November 30, 2021): 31–44. http://dx.doi.org/10.21740/jas.2021.11.24.4.31.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

24

Nabi, Mukhtyar, and Hifza Nazir. "A CRITICAL ANALYSIS OF EDUCATIONAL POLICIES OF PAKISTAN." Pakistan Journal of Social Research 4 (February 22, 2021): 1–9. http://dx.doi.org/10.52567/pjsr.v2i02.7.

Повний текст джерела

Анотація:

Education is the backbone for the development of any country in the world. It lays the foundation for social, political and economic uplift. It is widely accepted that for the prosperity of any country, quality education of their citizens is indispensable. Quality education is only possible if there are good governmental policies for its implementation. Pakistan is among the underdeveloped nations of the world and faced critical problems of education over the past many years. After the independence, from 1947 to 2017, one educational conference and eight educational policies have been implemented to upgrade the education system of the country. This paper critically examines the educational policies from 1947 to 2017 which were developed by government. It also focuses to identify the flaws in each policy which hinders the implementation and caused the reasons for its failure. The paper also suggested certain ways to forward these policies effectively in order to bring positive change in country’s education. Keywords: Educational policy; Quality education; Formation and implementation, Pakistan

Стилі APA, Harvard, Vancouver, ISO та ін.

25

Van Aswegen, Jennifer, David Hyatt, and Dan Goodley. "A critical discourse problematization framework for (disability) policy analysis." Qualitative Research Journal 19, no. 2 (May 7, 2019): 185–98. http://dx.doi.org/10.1108/qrj-12-2018-0004.

Повний текст джерела

Анотація:

Purpose The purpose of this paper is to present a composite framework for critical policy analysis drawing from discourse analysis and post-structuralist analysis. Drawing on an interpretive paradigm (Yanow, 2014), this paper provides a thick description (Geertz, 1973) of the processes involved in the application of these tools in a critical policy analysis project, focusing on disability policy within the Irish context. Methodologically, this is a resourceful cross-fertilization of analytical tools to interrogate policy, highlighting its potential within critical disability policy analysis and beyond. Design/methodology/approach Merging a critical discourse analysis framework and a policy problematization approach, the combination of tools presented here, along with their associated processes, is referred to as the critical discourse problematization framework. Findings Potentially, the framework can also be employed across a number of cognate social policy fields including education, welfare and social justice. Practical implications The value of this paper lies in its potential to be used within analytical practice in the field of critical (disability) policy work by offering an evaluation of the analytical tools and theoretical framework deployed and modeled across an entire research process. Social implications The framework has the potential and has been used successfully as a tool for disability activism to influence policy development. Originality/value The analytical framework presented here is a methodically innovative approach to the study of policy analysis, marrying two distinct analytical tools to form a composite framework for the study of policy text.

Стилі APA, Harvard, Vancouver, ISO та ін.

26

Kajigaya, Takeshi. "Book Review: Education policy, neoliberalism, and leadership practice: A critical analysis." Canadian Journal of Education/Revue canadienne de l'éducation 44, no. 1 (March 31, 2021): vi—viii. http://dx.doi.org/10.53967/cje-rce.v44i1.5111.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

27

Shaw, Kathleen M. "Using Feminist Critical Policy Analysis in the Realm of Higher Education." Journal of Higher Education 75, no. 1 (January 2004): 56–79. http://dx.doi.org/10.1080/00221546.2004.11778896.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

28

Cherubini, Lorenzo. "An Analysis of Ontario Aboriginal Education Policy: Critical and interpretive perspectives." Articles 45, no. 1 (November 16, 2010): 9–26. http://dx.doi.org/10.7202/1000027ar.

Повний текст джерела

Анотація:

This paper provides an historical and contemporary interpretation of the developmental influences that have led to the Ontario Ministry of Education’s recent focus on Aboriginal educational policy in Ontario, Canada. It offers an interpretive and critical perspective on the rhetorical constructions, assumptions, and value-orientations implicit in two seminal documents. This discussion will assist Aboriginal Advisory Groups and communities, as well as policy-makers and practitioners, to think clearly about implementation strategies in the broader context of Aboriginal socio-educational development.

Стилі APA, Harvard, Vancouver, ISO та ін.

29

Amirudin, Amirudin, Awaludin Tjalla, and Richardus Eko Indrajit. "An Analysis of Critical Education Study on Independent Learning Campus Policy." Jurnal Basicedu 6, no. 2 (March 1, 2022): 2777–82. http://dx.doi.org/10.31004/basicedu.v6i2.2482.

Повний текст джерела

Анотація:

Critical education is education that is able to free from ignorance, poverty, oppression, and lift the condition of the subject from the pits of oppression and helplessness, both human and environmental. Freedom to learn is an idea where the educational paradigm is not confined and has a meaning that is freer than the freedom of life. The purpose of this study is to describe a critical educational analysis of the policy of independent campus learning in Indonesia. The research methodology used is library research, using the following steps: knowing and finding out the type of library needed, reading the type of library needed, conducting an assessment, presenting the results of the literature study. The sources of this research are research journals, books and the internet. The results showed that the campus policy of independent learning, independent learning supports the realization of critical education. This can be seen from the programs launched in the policy where students are required to be creative, critical and dare to apply their knowledge in a real form. Students voluntarily (can take or not) to get their rights such as internships.

Стилі APA, Harvard, Vancouver, ISO та ін.

30

WOODSIDE-JIRON, HAYLEY. "Critical policy analysis: Researching the roles of cultural models, power, and expertise in reading policy." Reading Research Quarterly 38, no. 4 (October 12, 2003): 530–36. http://dx.doi.org/10.1598/rrq.38.4.7.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

31

Rata, Elizabeth. "The Three Stages of Critical Policy Methodology: An Example from Curriculum Analysis." Policy Futures in Education 12, no. 3 (January 2014): 347–58. http://dx.doi.org/10.2304/pfie.2014.12.3.347.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

32

Brewer, Curtis A. "Historicizing in critical policy analysis: the production of cultural histories and microhistories." International Journal of Qualitative Studies in Education 27, no. 3 (February 12, 2013): 273–88. http://dx.doi.org/10.1080/09518398.2012.759297.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

33

Mansfield, Katherine Cumings, Anjalé D. Welton, and Margaret Grogan. "“Truth or consequences”: a feminist critical policy analysis of the STEM crisis." International Journal of Qualitative Studies in Education 27, no. 9 (August 18, 2014): 1155–82. http://dx.doi.org/10.1080/09518398.2014.916006.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

34

Apple, Michael W. "Critical Education, Critical Theory, and the Critical Scholar/Activist." Educational Policy 33, no. 7 (November 4, 2018): 1171–79. http://dx.doi.org/10.1177/0895904818810529.

Повний текст джерела

Анотація:

In education, the areas of critical policy studies, critical cultural studies, and critical curriculum studies all owe a good deal to a number of people. Among them are Paulo Freire, Raymond Williams, Pierre Bourdieu, Basil Bernstein, and Antonio Gramsci. Yet no such listing would be complete without the inclusion of Stuart Hall. The two books I discuss in this essay provide us with important parts of the reasons many people continue to find in his work—and his life—the kinds of analyses and commitments that point their own work in more substantive, nuanced, and satisfying directions. In many ways, his writings and his life provide a model for what I have called the critical scholar/activist in education.

Стилі APA, Harvard, Vancouver, ISO та ін.

35

Mikayilova, Ulviyya. "Inclusive Education Reform/s in Azerbaijan: An Attempt at Critical Policy Analysis." Azerbaijan Journal of Educational Studies 688, no. 688 (2019): 39–51. http://dx.doi.org/10.29228/edu.29.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

36

Jain, P. K. "A Critical Analysis of New Education Policy 2020 And It's Future Implications." Journal of Commerce & Trade 16, no. 2 (October 1, 2021): 1–8. http://dx.doi.org/10.26703/jct.v16i2-1.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

37

Marra, Angelo D. "Inclusive education in Italy: a critical analysis of the policy ofIntegrazione Scolastica." Disability & Society 27, no. 4 (June 2012): 590–91. http://dx.doi.org/10.1080/09687599.2012.674770.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

38

Milliam, Kiconco, and Karyarugokwo Dominic. "A Critical Analysis of the Compulsory Science Education Policy at the Secondary Level of Education in Uganda." Advances in Social Sciences Research Journal 9, no. 8 (August 19, 2022): 297–306. http://dx.doi.org/10.14738/assrj.98.12895.

Повний текст джерела

Анотація:

Uganda is one of the African countries that have been focusing on the science-led strategy to promote growth and development. One of the strategies is the science promotion policy, which started in 2005 and among other things made learning and enrolling on science subjects (mathematics, chemistry, physics and biology) compulsory at the ordinary level of secondary school education. This paper has, therefore, used a secondary review methodology to critically analyse the science policy at the secondary school levels (ordinary and advanced). The paper begins with an introduction that discusses the history of curriculum reform at the secondary school level globally and in Africa with emphasis on Uganda. It also discusses Uganda’s science policy implementation strategies, which included the government's effort in providing resources such as laboratory equipment and science textbooks to government-aided schools. There is, then, a section that discusses the challenges that have hindered the successful implementation of science policy. This section shows that much as the government of Uganda has tried to facilitate science policy, the latest being the enhancement of salary for scientists, including science teachers by 300%, factors such as unresponsive curriculum content, shortage of qualified science teachers and inadequate laboratory equipment remain challenges to the, otherwise, good policy. The paper concludes by stating that improvement in science performance requires a multi-dimensional approach and, therefore, the recent salary enhancement that only catered for science teachers may not, necessarily, achieve much as far as improvement in the performance of students in science subjects is concerned

Стилі APA, Harvard, Vancouver, ISO та ін.

39

Diem, Sarah, Michelle D. Young, and Carrie Sampson. "Where Critical Policy Meets the Politics of Education: An Introduction." Educational Policy 33, no. 1 (October 20, 2018): 3–15. http://dx.doi.org/10.1177/0895904818807317.

Повний текст джерела

Анотація:

The study of educational politics and policy through a critical frame allows for a more nuanced, holistic understanding of the complexities associated with education policy, from creation through implementation to evaluation. The contributions to this special issue of Educational Policy illustrate the work of critical education policy scholars engaged in research focused at the federal, state, and local levels. In this introductory article, we introduce basic elements of critical policy analysis (CPA), including fundamental ontological and epistemological claims and their implications for investigating educational policy. From this foundation, we preview the articles included in this collection, highlighting their frameworks, methods, and focus.

Стилі APA, Harvard, Vancouver, ISO та ін.

40

Hinostroza-Paredes, Yenny. "Critical discourse analysis of university teacher educators’ professionalism in Chilean teacher education policy." education policy analysis archives 28 (November 30, 2020): 180. http://dx.doi.org/10.14507/epaa.28.5201.

Повний текст джерела

Анотація:

This article uses critical discourse analysis (CDA) to interrogate the discursive construction of Chilean university teacher educators’ professionalism in government initial teacher education policy and institutional policy enactment documents. The study examines the network of discourses—new managerialist, quality assurance, performance, functionalist professional development—producing a version of professionalism akin to organizational professionalism. Used as a form of managerial control over teacher educators’ professional practices, such professionalism exacerbates performativity while reducing professional agency opportunities and consistent professional/academic development. Ultimately, this study contributes to the necessary questioning of Chilean ITE policy reform and the need to examine its effects on university TEs’ professional lives and the professional modeling of their student teachers.

Стилі APA, Harvard, Vancouver, ISO та ін.

41

Clarysse, Liana B., and Shannon A. Moore. "Silencing Indigenous Knowledge Systems: Analysis of Canadian Educational, Legal and Administrative Practice." International Journal of Law and Public Administration 2, no. 1 (March 19, 2019): 1. http://dx.doi.org/10.11114/ijlpa.v2i1.4157.

Повний текст джерела

Анотація:

As a result of the Truth and Reconciliation Commission of Canada (or TRCC, 2015a, 2015b), calls to action concerning education and law reform have been made. Currently, there is an increase in reconciliation discourse in law, healthcare and education policy, curricula and pedagogy. In Canada, efforts to decolonize institutional structures compel scholars and activists to highlight the imperative of critical analysis of identity and place in answering the calls to action. Although it was developed by the Ministry of Education for the province of Ontario, more than a decade ago, prior to the TRCC, the First Nations, Métis, and Inuit Education Policy Framework continues to inform policy and administrative procedures. Informed by Indigenous knowledge systems embedded in restorative justice and peace-building practices, this paper presents a critical analysis of the First Nations, Métis, and Inuit Education Policy Framework (2007) and finds evidence resembling discursive settler-colonial patterns of Indigenous erasure through the practice of silencing Indigenous participation and voice. Through this critical analysis, several themes emerged including colonialism, survivance, patriarchy, self-identification, notions of education, assessment, and “us versus them” binary narratives. In response, this paper argues for a trans-systemic and transdisciplinary approach to the critical analysis of discursive patterns of silencing and erasure in policy, law reform, and administrative processes. Further, through deepening interpretations and understandings of Indigenous theory and knowledge systems, it may be possible for settler-colonial stakeholders to more acutely discern the impact of settler-colonialism embedded in education, policy, administration, and legal discourses. These findings have implications for educators and administrators as well as administrative, law and policy reform.

Стилі APA, Harvard, Vancouver, ISO та ін.

42

Hamadeh, Shereen. "A critical analysis of the Syrian refugee education policies in Lebanon using a policy analysis framework." Journal of Education Policy 34, no. 3 (September 11, 2018): 374–93. http://dx.doi.org/10.1080/02680939.2018.1516800.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

43

Horsford, Sonya Douglass. "School Integration in the New Jim Crow: Opportunity or Oxymoron?" Educational Policy 33, no. 1 (December 13, 2018): 257–75. http://dx.doi.org/10.1177/0895904818810526.

Повний текст джерела

Анотація:

In this article, I consider the limitations of school integration research that overlooks Black research perspectives, White policy interests, and the paradox of race in the New Jim Crow—America’s system of racial caste in the post–Civil Rights Era. Applying critical race theory as critical policy analysis, I discuss the importance of theorizing race in school integration research and recentering Black citizenship and equality as fundamental goals of school desegregation. I conclude with a call to desegregate the research on school desegregation through critical policy analyses that deconstruct liberal education policy agendas, create new policy knowledge, and reject the institutionalization of Black educational inferiority.

Стилі APA, Harvard, Vancouver, ISO та ін.

44

Higgins, Robert M. "The Incongruence of Internationalisation Policy in Japanese Higher Education." International Journal of Bias, Identity and Diversities in Education 6, no. 1 (January 2021): 60–77. http://dx.doi.org/10.4018/ijbide.2021010105.

Повний текст джерела

Анотація:

Exploring how policymakers construct policy texts by recontextualising aspects of previous polices can provide evidence of whether a present internationalisation project in Japanese higher education provides a holistic understanding of the importance of deeper critical cultural awareness to support a comprehensive approach to internationalisation agendas. In some respects, these present policies are closely aligned to previous initiatives that were by design limited by narrow culturalist and socioeconomic conceptualisations of internationalisation. Applying the critical tools of discourse analysis will contribute to both a theoretical and practical interpretation of higher educational policy planning. This approach will provide both a historical and contextual relational analysis of policy texts to support a critical problematisation approach for interrogating policy in respects of socioeducational factors that support, or hinder, higher educational approaches to interculturality in Japanese higher education.

Стилі APA, Harvard, Vancouver, ISO та ін.

45

Meisels, Samuel J. "A Functional Analysis of the Evolution of Public Policy for Handicapped Young Children." Educational Evaluation and Policy Analysis 7, no. 2 (June 1985): 115–26. http://dx.doi.org/10.3102/01623737007002115.

Повний текст джерела

Анотація:

Public policy governing early intervention programs for very young handicapped and at-risk children in Massachusetts underwent major changes between 1980 and 1984. Using a case study format this paper notes the statewide constraints on policy, administration, and finances that impaired early intervention service delivery prior to 1984. The process of policy change and formation is analyzed by focusing on the principal catalysts for change: key individuals and constituency groups, critical documents and research studies, and important political and economic events. These factors and others that were critical to the transformation of early intervention policy are viewed in terms of four functional stages: issue definition, proposal formulation, support mobilization, and decision enactment. The potential effects of the policy changes are addressed, and the generalizable features of the analytic framework are discussed.

Стилі APA, Harvard, Vancouver, ISO та ін.

46

Cohen, Michael Ian. "Education populism? A corpus-driven analysis of Betsy DeVos’s education policy discourse." education policy analysis archives 29 (February 15, 2021): 16. http://dx.doi.org/10.14507/epaa.29.5868.

Повний текст джерела

Анотація:

Scholars of political economy have raised the question of whether recent populist movements around the world signal the decline of neoliberal hegemony. What would such a decline mean for education policy, an arena that has been dominated by a neoliberal common sense for several decades? This study investigates the policy discourse of former U.S. President Donald Trump’s Secretary of Education, Betsy DeVos, in order to assess the extent to which it aligns with the neoliberal common sense or draws upon discourses of populism that have been gaining traction in the last few years. Using methods of corpus linguistics, I engage in a critical discourse analysis of 59 of DeVos’s public speeches delivered between 2017 and 2019 in comparison with a reference corpus of speeches delivered by DeVos’s predecessors in the George W. Bush and Barack Obama administrations. The findings, informed by Ernesto Laclau’s theory of populism as political logic and discourse, suggest that DeVos deploys several features of populist discourse even as she advocates policies that are characteristically neoliberal. I consider the implications of this discourse for education policy in the US.

Стилі APA, Harvard, Vancouver, ISO та ін.

47

Turner, David. "Understanding PISA’s attractiveness: critical analyses on comparative policy studies." Comparative Education 56, no. 2 (March 16, 2020): 304–5. http://dx.doi.org/10.1080/03050068.2020.1741803.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

48

Diem, Sarah, and Michelle D. Young. "Considering critical turns in research on educational leadership and policy." International Journal of Educational Management 29, no. 7 (September 14, 2015): 838–50. http://dx.doi.org/10.1108/ijem-05-2015-0060.

Повний текст джерела

Анотація:

Purpose – The purpose of this paper is to explore the use of critical policy analysis (CPA) in the fields of educational leadership and policy. In addition to exploring how CPA compares to traditional research approaches in educational leadership and policy, the authors consider the influence of long-established ways of knowing, why scholars choose to engage in CPA and how and why scholars who utilize this approach decide on specific methods. Design/methodology/approach – The exploration draws primarily on the use of CPA in the USA, though the authors also examine how scholars working within the UK utilize CPA. Findings – In the review of critical policy literature, the authors identified a number of assumptions common to traditional and critical policy research theories and approaches. For example, systems theory and analysis, structural analysis, cost-benefit analysis, technicist models, and political models were commonly used within traditional literature. In comparison, critical policy researchers relied on theoretical perspectives informed by critical theory, feminist theories, and critical race perspectives, among others. Critical policy researchers used these perspectives to engage in critique, interrogate policy processes, and epistemological roots of policy work, reveal policy constructions, and examine players involved in the policy development, interpretation, and implementation processes. Notably, the work of critical educational leadership and policy scholars also emphasizes the importance of context, the theory-method relationship and methodology. Originality/value – While there is a growing movement occurring in the education leadership and policy fields toward critical analyses of educational research, little is known about how scholars decide what methods to employ when conducting such analyses. The authors discuss the possibilities for scholars utilizing these methods in order to explore the complexities of education leadership and policy problems.

Стилі APA, Harvard, Vancouver, ISO та ін.

49

Mansfield, Katherine Cumings, and Stefani Leigh Thachik. "A critical policy analysis of Texas’ Closing the Gaps 2015." education policy analysis archives 24 (January 10, 2016): 3. http://dx.doi.org/10.14507/epaa.24.1991.

Повний текст джерела

Анотація:

This critical policy analysis uses critical race theory to provide a counter narrative to the P-16 initiative in Texas known as Closing the Gaps 2015. Findings indicate that while these reforms aim to increase educational access and achievement for people of color, they fall short of addressing systemic inequities such as enduring segregation and unconstitutional school finance policy. Using Texas as a case study illumines the ways the growing number of P-16 councils throughout the US might adapt and improve policy development and implementation to more adequately address educational inequities across racial, ethnic, and linguistic groups. The article closes with recommendations for Texas’ reiteration of Closing the Gaps 2015, titled 60x30TX, currently in revision to guide state education goals in 2016-2030.

Стилі APA, Harvard, Vancouver, ISO та ін.

50

Mansfield, Katherine Cumings, and Stefani Leigh Thachik. "A critical policy analysis of Texas’ Closing the Gaps 2015." education policy analysis archives 24 (January 10, 2016): 3. http://dx.doi.org/10.14507/epaa.v24.1991.

Повний текст джерела

Анотація:

This critical policy analysis uses critical race theory to provide a counter narrative to the P-16 initiative in Texas known as Closing the Gaps 2015. Findings indicate that while these reforms aim to increase educational access and achievement for people of color, they fall short of addressing systemic inequities such as enduring segregation and unconstitutional school finance policy. Using Texas as a case study illumines the ways the growing number of P-16 councils throughout the US might adapt and improve policy development and implementation to more adequately address educational inequities across racial, ethnic, and linguistic groups. The article closes with recommendations for Texas’ reiteration of Closing the Gaps 2015, titled 60x30TX, currently in revision to guide state education goals in 2016-2030.

Стилі APA, Harvard, Vancouver, ISO та ін.

Ми пропонуємо знижки на всі преміум-плани для авторів, чиї праці увійшли до тематичних добірок літератури. Зв'яжіться з нами, щоб отримати унікальний промокод!