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Educational Policy: Analysis, Action, and Advocacy Across Contexts 教育政策：跨情境的分析、行动和宣传
IF 1.8 3区 教育学
Educational Policy Pub Date : 2024-09-07 DOI: 10.1177/08959048241274334
Jeffrey S. Brooks, Matthew P. Sinclair
{"title":"Educational Policy: Analysis, Action, and Advocacy Across Contexts","authors":"Jeffrey S. Brooks, Matthew P. Sinclair","doi":"10.1177/08959048241274334","DOIUrl":"https://doi.org/10.1177/08959048241274334","url":null,"abstract":"This article is the introduction to a special issue of Educational Policy titled, “Educational Policy: Analysis, Action, and Advocacy Across Contexts.” The special issue presents contemporary education policy analyses from the United States, Canada, and Australia, which collectively represent methodological, contextual, and theoretical diversity. Individually, they offer detailed examinations of education policy processes and outcomes with a common focus on equity. The articles represent a spectrum of approaches to analysing education policymaking and enactment and point out various ways that educators, scholars, policymakers, and activists can take action. In this article, the co-editors identify key themes that distinguish the special issue’s contribution and explain the importance of education policy analysis that informs future advocacy toward more equitable policy processes and outcomes across contexts.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142224199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Relationship Between Teacher Collaboration and Instructional Practices, Instructional Climate, and Social Relations 教师合作与教学实践、教学氛围和社会关系之间的关系
IF 1.8 3区 教育学
Educational Policy Pub Date : 2024-09-07 DOI: 10.1177/08959048241278290
Robert Shand, Roger D. Goddard
{"title":"The Relationship Between Teacher Collaboration and Instructional Practices, Instructional Climate, and Social Relations","authors":"Robert Shand, Roger D. Goddard","doi":"10.1177/08959048241278290","DOIUrl":"https://doi.org/10.1177/08959048241278290","url":null,"abstract":"There is growing consensus about the importance of teacher collaboration. Less clear are the mechanisms by which teacher collaboration can positively impact student achievement. We address this gap by examining two questions using panel data methods. First, does the degree to which teachers collaborate predict future growth in conditions relevant to student learning, including teachers’ instructional practice, instructional climate, and trust relations? Second, does growth over time in collaboration affect growth in these outcomes? We find evidence that both collaboration at baseline and its growth over time are positive predictors of change in teacher practice, instructional climate, and trust relations.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142224204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Associations Between Administrative Burden and Children’s ECE Stability During the Covid-19 Pandemic 在 Covid-19 大流行期间，行政负担与儿童的幼儿教育稳定性之间的关系
IF 1.8 3区 教育学
Educational Policy Pub Date : 2024-08-31 DOI: 10.1177/08959048241271356
Karen Babbs Hollett
{"title":"Associations Between Administrative Burden and Children’s ECE Stability During the Covid-19 Pandemic","authors":"Karen Babbs Hollett","doi":"10.1177/08959048241271356","DOIUrl":"https://doi.org/10.1177/08959048241271356","url":null,"abstract":"The Covid-19 pandemic caused widespread closures of early care and education (ECE) facilities that negatively impacted children’s socioemotional, behavioral, and academic development. Policies permitting child care centers to remain open by obtaining waivers from closure directives involved varying levels of administrative burden. This study examined administrative burden within waiver policies and its association with ECE stability, as measured by children’s enrollment in waiver-obtaining child care centers. I found Black children were significantly less likely than White children to be enrolled in a waiver-obtaining center, and also far less likely to have a center that obtained a waiver very early on in the pandemic. Analyses showed rates of enrollment in waiver-obtaining centers were far lower among children whose centers experienced more administrative burden, and suggested racial disparities in ECE stability were driven by Black children’s concentrated residence in communities where the waiver application process was more burdensome.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142185356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Educational Philanthropy’s “Racial Reckoning” in the Wake of 2020: Understanding Grantmakers’ Responses to Racialized Crises 教育慈善事业在 2020 年之后的 "种族反思"：了解资助者对种族危机的反应
IF 1.8 3区 教育学
Educational Policy Pub Date : 2024-08-30 DOI: 10.1177/08959048241263843
Heather McCambly, Krystal Villanosa, Claire L. Mackevicius
{"title":"Educational Philanthropy’s “Racial Reckoning” in the Wake of 2020: Understanding Grantmakers’ Responses to Racialized Crises","authors":"Heather McCambly, Krystal Villanosa, Claire L. Mackevicius","doi":"10.1177/08959048241263843","DOIUrl":"https://doi.org/10.1177/08959048241263843","url":null,"abstract":"The intersection of the COVID-19 pandemic and anti-Black violence prompted talk of racial reckoning among educational grantmakers in 2020 to 2021. This study examines the nature and extent of this reckoning, offering insights into policy actors’ responses to racialized crises. Through an analysis of grantmakers’ professed policy repertoires—consisting of administrative practices, sites of intervention, and sources of expertise—we delineate the mechanisms shaping grantmaker responses to sociopolitical crises. While some grantmakers temporarily shifted administrative practices in response to COVID-19, deeper changes remained elusive. The study highlights how institutionalized white-centered norms and practices persist within educational policymaking, constraining material progress toward racial equity. Moreover, it underscores the pivotal role of proximity to racial injustice in motivating substantive changes to policy repertoires. We conclude with an appeal to grantmakers and other policy actors to shift from performative reckoning to tangible reparative actions that can weaken racialized structures.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142224203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Rezoning Educational Opportunities: The Relationship Between School Attendance Zone Boundary Changes and Access to Schools of Varying Quality 重新划分教育机会：学区范围变化与进入不同质量学校之间的关系
IF 1.8 3区 教育学
Educational Policy Pub Date : 2024-08-29 DOI: 10.1177/08959048241271370
Sarah Asson
{"title":"Rezoning Educational Opportunities: The Relationship Between School Attendance Zone Boundary Changes and Access to Schools of Varying Quality","authors":"Sarah Asson","doi":"10.1177/08959048241271370","DOIUrl":"https://doi.org/10.1177/08959048241271370","url":null,"abstract":"U.S. public schools provide substantially different educational opportunities to students—even within school districts, where attendance zone boundaries (AZBs) shape most children’s access to schools. The (re)drawing of AZBs is therefore a highly consequential policy decision. In this paper, I study how AZB changes in the Washington, D.C. metropolitan area affect children of different races between 2000 and 2020, including how they alter children’s travel times to school and access to school-level educational opportunities. Findings are starkly unequal, with rezoning disproportionately negatively affecting Black and Hispanic children. Results highlight the need for educational leaders to explicitly consider how AZB changes will redistribute opportunity within their districts.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142224200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Race Placed: Special Education Identification and Placement of Black Students 种族安置：黑人学生的特殊教育鉴定和安置
IF 1.8 3区 教育学
Educational Policy Pub Date : 2024-08-24 DOI: 10.1177/08959048241268017
Hardy Murphy, Cassandra Cole, Hannah Bolte
{"title":"Race Placed: Special Education Identification and Placement of Black Students","authors":"Hardy Murphy, Cassandra Cole, Hannah Bolte","doi":"10.1177/08959048241268017","DOIUrl":"https://doi.org/10.1177/08959048241268017","url":null,"abstract":"This study investigates the overrepresentation of Black students in special education by looking at the association of race and related variables with referral, identification, and placement. Analyses were performed on a statewide sample of students and teachers to investigate relationships between student, teacher and school demographics, and special education identification and placement. The results find (1) black students assigned to black teachers are less likely to be identified for special services, (2) black students are less likely to be in inclusive placements with increases in white student enrollment, and (3) black students are more likely to be identified for special services and placed in more restrictive settings.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142224202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The State of Elementary School Recess in Georgia: Policy, the Pandemic, and Patterns of Play 佐治亚州小学课间休息状况：政策、流行病和游戏模式
IF 1.8 3区 教育学
Educational Policy Pub Date : 2024-08-24 DOI: 10.1177/08959048241271367
Karyn A Allee, Erica DeCuir, Dawn M Robinson
{"title":"The State of Elementary School Recess in Georgia: Policy, the Pandemic, and Patterns of Play","authors":"Karyn A Allee, Erica DeCuir, Dawn M Robinson","doi":"10.1177/08959048241271367","DOIUrl":"https://doi.org/10.1177/08959048241271367","url":null,"abstract":"While we continue to see a growing push for the restoration and codification of recess in elementary schools, policy does not necessarily equal practice. Georgia recently passed legislation requiring at least 20 minutes of recess per day for students in PK-5. The purpose of this research study was to survey elementary school educators to reveal the temporal (i.e., duration, frequency, and cancellation practices) and descriptive (i.e., type, equipment, place) characteristics of recess in Georgia’s public elementary schools. The results of this study, which can be summed up statistically and descriptively as less recess overall, and less free play specifically, as well as reduced access to safe play spaces since the onset of the pandemic, yield important policy implications for Georgia’s school children. These implications relate to persistent disparities in immediate and long-term positive outcomes for children across multiple domains including academic, social-emotional, and behavioral.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142227726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Path Toward Racial Justice in Education: Anti-Racist Policy Decision Making in School Districts 实现教育中的种族公正之路：学区的反种族主义决策
IF 1.6 3区 教育学
Educational Policy Pub Date : 2024-08-09 DOI: 10.1177/08959048241271329
Sarah Diem, Deonte E. Iverson, A. Welton, Sarah Walters
{"title":"A Path Toward Racial Justice in Education: Anti-Racist Policy Decision Making in School Districts","authors":"Sarah Diem, Deonte E. Iverson, A. Welton, Sarah Walters","doi":"10.1177/08959048241271329","DOIUrl":"https://doi.org/10.1177/08959048241271329","url":null,"abstract":"The U.S. education system has been a critical site in the nation’s ongoing fight for racial equity. Yet, despite many attempts to promote equity within and across schools, efforts fall short in a system designed to uphold norms rooted in whiteness and white supremacy. We need anti-racist educational leaders who can identify and push back at the racial bias embedded in educational policies. Through a research-practice partnership with a Midwestern high school, we sought to understand how an anti-racist policy decision-making protocol can be used to redress inequitable policies to be racially just. The anti-racist policy decision-making protocol promotes social justice by empowering school practitioners to become policy agents. Implications from our findings point to the need for school practitioners to be critically introspective and identify and directly address the politics of whiteness that can ensue when working in partnership to do anti-racist policy change.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141921871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
School Funding and Equity in Australia: Critical Moments in the Context of Text Production Phase of the Education Policy Cycle 澳大利亚的学校资助与公平：教育政策周期文本制作阶段背景下的关键时刻
IF 1.6 3区 教育学
Educational Policy Pub Date : 2024-08-09 DOI: 10.1177/08959048241268250
Matthew P. Sinclair, Jeffrey S. Brooks
{"title":"School Funding and Equity in Australia: Critical Moments in the Context of Text Production Phase of the Education Policy Cycle","authors":"Matthew P. Sinclair, Jeffrey S. Brooks","doi":"10.1177/08959048241268250","DOIUrl":"https://doi.org/10.1177/08959048241268250","url":null,"abstract":"Education policy has long been analyzed as a cycle where various actors influence different stages. However, few such studies have focused on identifying and interrogating the specific moments that shape an education policy’s overall equity trajectory. This article uses Bowe, Ball, and Gold’s policy cycle as an exploratory theoretical framework, focusing on the historic Review of Funding for Schooling (2011) in Australia, which evaluated the nation’s school funding policy. The authors concentrate on the Context of Text Production phase of its policymaking process, and consider the implications for equity. From this work, the authors highlight two “critical moments” that they argue significantly influenced how the appointed panel approached equity. Their theorizing of a “critical moment” offers valuable insights for researchers and stakeholders seeking to understand or influence education policy.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141923736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
E-Learning for the Public Good? The Policy Trajectory of Online Education in Ontario, Canada 为公共利益而电子学习？加拿大安大略省在线教育的政策轨迹
IF 1.8 3区 教育学
Educational Policy Pub Date : 2024-08-03 DOI: 10.1177/08959048241267953
Beyhan Farhadi, Sue Winton
{"title":"E-Learning for the Public Good? The Policy Trajectory of Online Education in Ontario, Canada","authors":"Beyhan Farhadi, Sue Winton","doi":"10.1177/08959048241267953","DOIUrl":"https://doi.org/10.1177/08959048241267953","url":null,"abstract":"Our critical historiography of e-learning policy in Ontario, Canada, traces the policy’s trajectory through three settlements (2006-2022) and shows how successive governments have mobilized neoliberal discourses of personalization, access, and choice to justify new arrangements with private actors, within a broader sociopolitical context that includes increased privatization and commodification of public institutions, cuts to public spending, and imagines individuals as rational subjects driven to maximize their economic potential. This context exacerbates challenges students marginalized by schooling already face. Findings from our critical discourse analyses of government documents and news media reports also demonstrate that online learning in Ontario is neither personalized nor customizable but instead is centralized, standardized and, by design, operates independent of rather than interdependent with community. Further, our findings highlight the interdependence of schools – online and in-person – with social processes that create and perpetuate inequality, including gendered and racialized poverty, locally and abroad.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2024-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141938037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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