发布求助
文献互助 智能选刊 最新文献

Educational Policy最新文献

筛选
英文 中文
Research-Practice Partnerships in Pursuit of Racial Justice in Schools: Navigating a Hostile Sociopolitical Climate 在学校追求种族正义的研究实践伙伴关系:导航一个敌对的社会政治气候
IF 1.8 3区 教育学
Educational Policy Pub Date : 2022-10-31 DOI: 10.1177/08959048221130353
A. Villavicencio, D. Conlin, Olga Pagán
{"title":"Research-Practice Partnerships in Pursuit of Racial Justice in Schools: Navigating a Hostile Sociopolitical Climate","authors":"A. Villavicencio, D. Conlin, Olga Pagán","doi":"10.1177/08959048221130353","DOIUrl":"https://doi.org/10.1177/08959048221130353","url":null,"abstract":"Grounded in a partnership among researchers, a racial justice organization, and K-12 schools, this study uncovers the challenges of pursuing racial justice work in a polarized sociopolitical climate. Specifically, we illustrate these tensions across three dimensions of our work: (a) establishing critical commitments with K-12 partners; (b) building organizational capacity for critical racial analysis; and (c) confronting internal and external resistance. Throughout, we highlight approaches for leveraging the positionality and expertise of our partners to create the conditions for promoting and sustaining racial justice work in schools.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"20 1","pages":"250 - 275"},"PeriodicalIF":1.8,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90330204","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: 1
Whiteness and Ability: Discourses in Disability History Curriculum Legislation 白与能力:残障史课程立法的话语
IF 1.8 3区 教育学
Educational Policy Pub Date : 2022-10-28 DOI: 10.1177/08959048221127986
Carlyn O. Mueller, Margaret R. Beneke
{"title":"Whiteness and Ability: Discourses in Disability History Curriculum Legislation","authors":"Carlyn O. Mueller, Margaret R. Beneke","doi":"10.1177/08959048221127986","DOIUrl":"https://doi.org/10.1177/08959048221127986","url":null,"abstract":"This Policy Discourse Analysis (PDA) explores 19 state legislative documents focused on the teaching of disability history in K-12 schools. Framed through critical perspectives on constructions of disability and race, alongside discourse theory, we iteratively analyzed these legislative documents to understand (a) how disability and disability history are constructed (particularly in relation to whiteness); and (b) the stated purpose of the legislation and who is meant to benefit materially as a result of the laws. We find the legislation upholds dominant notions of whiteness and ability as part of school curriculum, while simultaneously constructing disability history as in the past and disability justice as already achieved, centering the learning and awareness of white, nondisabled students. We offer discussion and implications for research and practice surrounding policy implementation of teaching disability history.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"203 1","pages":"1823 - 1856"},"PeriodicalIF":1.8,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80259003","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
Critical Translingual Perspectives on California Multilingual Education Policy 加州多语言教育政策的关键跨语言视角
IF 1.8 3区 教育学
Educational Policy Pub Date : 2022-10-28 DOI: 10.1177/08959048221130342
E. Muñoz-Muñoz, Luis E. Poza, Allison Briceño
{"title":"Critical Translingual Perspectives on California Multilingual Education Policy","authors":"E. Muñoz-Muñoz, Luis E. Poza, Allison Briceño","doi":"10.1177/08959048221130342","DOIUrl":"https://doi.org/10.1177/08959048221130342","url":null,"abstract":"Policies restricting bilingual education have yielded to policy frameworks touting its benefits. This shift corresponds with evolving lines of debate, focusing now on how bilingual education can best support racialized bilingual learners. One element of this new debate is the perspective on language underlying curriculum in bilingual programs, with a focus on translanguaging– normalization of the language practices of bilingual communities and positing that bilinguals draw from a singular linguistic repertoire. This article examines initiatives undertaken in California between 2010 and 2019 using Critical Policy Analysis. The work highlights that while opportunities for translanguaging have arisen, tensions between heteroglossic perspectives and the impulses toward standardization and commodification of language undermine such possibilities, and that notable gaps remain between teacher preparation frameworks and intended pedagogical practice.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"102 1","pages":"1791 - 1817"},"PeriodicalIF":1.8,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80527634","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
Mechanisms of Exclusion: Group Homogenization and Deficit Thinking in Integrated Schools 排斥机制:综合学校的群体同质化和缺陷思维
IF 1.8 3区 教育学
Educational Policy Pub Date : 2022-10-19 DOI: 10.1177/08959048221127988
Idit Fast
{"title":"Mechanisms of Exclusion: Group Homogenization and Deficit Thinking in Integrated Schools","authors":"Idit Fast","doi":"10.1177/08959048221127988","DOIUrl":"https://doi.org/10.1177/08959048221127988","url":null,"abstract":"School integration and inclusion are important for educational equity, yet inclusionary educational policies often end up being exclusionary in practices. In this article I contribute to our understanding of school level mechanism underlying this process. I draw on 2 years of data collection in a progressive culturally responsive school implementing a voluntary students assignment policy to increase the share of low-income students of color in the school. I show how a conflict with dissenting mothers over gender-unlabeled bathrooms became a conflict over the meaning of inclusion when school leaders applied deficit thinking that saw low-income parents of color as less likely to support the program, despite heterogeneity in dissenting mothers’ background, and how as result dissenting mothers felt excluded from the school community and the needs of transgender students were unmet. These findings have important implications for theory and practice and for creating inclusive schools.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"10 1","pages":"1763 - 1790"},"PeriodicalIF":1.8,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89533462","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 Stakeholder Sensemaking on Preparing CTE Students for Sub-Baccalaureate Pathways 教育利益相关者对准备CTE学生进入副学士学位课程的意义
IF 1.8 3区 教育学
Educational Policy Pub Date : 2022-09-21 DOI: 10.1177/08959048221120277
Sarah Cashdollar
{"title":"Educational Stakeholder Sensemaking on Preparing CTE Students for Sub-Baccalaureate Pathways","authors":"Sarah Cashdollar","doi":"10.1177/08959048221120277","DOIUrl":"https://doi.org/10.1177/08959048221120277","url":null,"abstract":"Careful implementation of Career and Technical Education (CTE) programs is necessary in order for programs to achieve the policy goal of college and career readiness, which involves expanding student opportunities for career-relevant learning without limiting their academic preparation for postsecondary degrees. As programs become more widespread, little work has examined how practitioners actually implementing CTE make sense of programs’ intended outcomes. Through interviews and observations with 52 education leaders and their partners in workforce development, I found that education stakeholders believed CTE was important for providing students with the option to pursue financially low-risk pathways toward middle-skill careers that didn’t require bachelor’s degrees. Yet in their efforts to valorize sub-baccalaureate (sub-BA) pathways, they sometimes exaggerated the long-term returns to sub-BA credentials, leaving students with inaccurate information on which to base their postsecondary goals.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"30 1","pages":"1700 - 1734"},"PeriodicalIF":1.8,"publicationDate":"2022-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74894659","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
Intermediary Public Policy Organizations and the Discursive Evasion of Systemic Racism and Racialized Violence 中介公共政策组织与系统性种族主义和种族化暴力的话语回避
IF 1.8 3区 教育学
Educational Policy Pub Date : 2022-09-20 DOI: 10.1177/08959048221120279
Casey McCoy-Simmons, Cecilia M. Orphan, Denisa Gándara
{"title":"Intermediary Public Policy Organizations and the Discursive Evasion of Systemic Racism and Racialized Violence","authors":"Casey McCoy-Simmons, Cecilia M. Orphan, Denisa Gándara","doi":"10.1177/08959048221120279","DOIUrl":"https://doi.org/10.1177/08959048221120279","url":null,"abstract":"The 2020 health pandemic and high-profile police murders of Black people inspired national conversations about racism and police brutality. This study examined how Intermediary Public Policy Organizations (IPPOs) discursively engaged with the racialized nature of the pandemic and the police murder of George Floyd, which have increased awareness of systemic racism in society. Our discursive analysis of IPPO statements published during these events revealed a pattern of humanizing higher education institutions, race evasive policy proposals, and a lack of policy action addressing systemic racism. IPPO evasion of race is consequential because it has the potential to limit the ability of public policy to dismantle systems of oppression and highlights the need for race-conscious policies to support Black, Indigenous, and people of color students and communities.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"24 1","pages":"1672 - 1699"},"PeriodicalIF":1.8,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82216256","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: 1
A Critical Qualitative Study of Inequities in Hispanic-Serving Institutions’ Grant-Seeking Competitiveness 西班牙裔服务机构寻求资助竞争力不公平的批判性定性研究
IF 1.8 3区 教育学
Educational Policy Pub Date : 2022-09-19 DOI: 10.1177/08959048221120272
Stephanie Aguilar-Smith
{"title":"A Critical Qualitative Study of Inequities in Hispanic-Serving Institutions’ Grant-Seeking Competitiveness","authors":"Stephanie Aguilar-Smith","doi":"10.1177/08959048221120272","DOIUrl":"https://doi.org/10.1177/08959048221120272","url":null,"abstract":"Hispanic-Serving Institutions’ (HSIs) diversification and Title V’s anemic funding present a ripe condition for inequity. Hence, I interviewed 29 institutional actors across 17 HSIs to understand how they view their competitiveness for these grants and sources of inequity of this program. I identified four themes, demonstrating that an HSI’s institutional capacity, (in)actions, knowledge, and leadership inform its competitiveness for Title V funding. The findings show that HSIs have unequal organizational conditions and reveal ways this program may (re)produce inequity among HSIs. Without increased Title V appropriations and policy modification, HSIs will vie for funding on increasingly unequal terms, resulting in greater inequity.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"38 1","pages":"1637 - 1671"},"PeriodicalIF":1.8,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73436007","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: 4
The Evolving Identities of HSI and Differentiated Funding 恒指的身份演变与差异化融资
IF 1.8 3区 教育学
Educational Policy Pub Date : 2022-09-19 DOI: 10.1177/08959048221120274
Amanda K. Burbage, C. Glass
{"title":"The Evolving Identities of HSI and Differentiated Funding","authors":"Amanda K. Burbage, C. Glass","doi":"10.1177/08959048221120274","DOIUrl":"https://doi.org/10.1177/08959048221120274","url":null,"abstract":"To achieve Higher Education Act Title V funding goals, policymakers must reconsider approaches, respond to Hispanic-Serving Institution (HSI) diversity, and prioritize servingness. This study investigated HSI heterogeneity across traditional performance metrics and student-engagement indicators using data sources previously only examined independently. A multi-step TwoStep cluster analysis revealed six clusters of HSIs. The two most important predictors of cluster membership were years with an HSI designation (transitioning and established) and institution type (associate, bachelor, and special focus). Key quantitative metrics may be useful for policy actors seeking an equity-minded Title V award strategy that considers HSI heterogeneity and prioritizes HEA Title V policy aims.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"36 1","pages":"1735 - 1762"},"PeriodicalIF":1.8,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74465512","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: 1
Using an Emergency Plan to Combat Teacher Burnout Following a Natural Hazard 在自然灾害发生后使用应急计划来对抗教师的职业倦怠
IF 1.8 3区 教育学
Educational Policy Pub Date : 2022-09-14 DOI: 10.1177/08959048221120273
Sarah R. Cannon, Cassandra R. Davis, R. Long
{"title":"Using an Emergency Plan to Combat Teacher Burnout Following a Natural Hazard","authors":"Sarah R. Cannon, Cassandra R. Davis, R. Long","doi":"10.1177/08959048221120273","DOIUrl":"https://doi.org/10.1177/08959048221120273","url":null,"abstract":"A relevant, well-crafted emergency plan can help schools most optimally return to normal following a disaster. During this time, educators find themselves facing unintended responsibilities like operating on the front lines of providing social-emotional support for their students. Researchers conducted 115 interviews with educators impacted by Hurricanes Harvey and Matthew in Texas and North Carolina to assess their mental health and their school’s role in returning to normal. Findings suggest that emergency plans often did not take into account the social-emotional factors of recovery. This paper seeks to provide insight into the experiences of educators following a disaster and propose elements to consider in revising school emergency plans.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"12 1","pages":"1603 - 1636"},"PeriodicalIF":1.8,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85358788","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: 1
Community Policing in Schools and School Resource Officer Transparency 学校社区警务和学校资源官员透明度
IF 1.8 3区 教育学
Educational Policy Pub Date : 2022-09-13 DOI: 10.1177/08959048221120270
F. Curran, Lelydeyvis Boza
{"title":"Community Policing in Schools and School Resource Officer Transparency","authors":"F. Curran, Lelydeyvis Boza","doi":"10.1177/08959048221120270","DOIUrl":"https://doi.org/10.1177/08959048221120270","url":null,"abstract":"Following increased attention to racial disparities in police use of force, national conversations have focused on the role of law enforcement, including in public schools. This study examines transparency with regard to the presence of law enforcement in schools. Leveraging novel school-level and district-level data from the state of Florida, this research shows that the majority of schools and about a third of school districts do not make information on law enforcement presence in schools publicly available. Furthermore, the study finds that schools and districts serving more White student bodies have higher levels of transparency around law enforcement than those serving less-White demographics, an important finding given the racialized context of current policy discussions around policing in US schools and society more broadly. These findings inform ongoing debates about law enforcement in schools while also raising implications for policy and practice around the racialized nature of government transparency.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":"10 1","pages":"1573 - 1602"},"PeriodicalIF":1.8,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81999298","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: 1
首页 上一页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信