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State-Level Efforts to Reform Elementary Science Education 国家基础科学教育改革的努力
IF 1.8 3区 教育学
Educational Policy Pub Date : 2023-03-24 DOI: 10.1177/08959048231163787
Angela M. Lyle, James P. Spillane, Christa Haverly
{"title":"State-Level Efforts to Reform Elementary Science Education","authors":"Angela M. Lyle, James P. Spillane, Christa Haverly","doi":"10.1177/08959048231163787","DOIUrl":"https://doi.org/10.1177/08959048231163787","url":null,"abstract":"This comparative case study explores how 18 state education agencies (SEAs) support school districts in advancing standards-based elementary science reform. We identify how SEAs understand their work in advancing elementary science reform and describe how SEAs sought to engage districts in bridging from standards to classroom practice. Based on our analysis, we argue that the school subject is a critical explanatory variable in understanding SEA efforts to support standards implementation and SEAs lean on a resource-based approach for instructional policy implementation. This study contributes to the growing research base on the role of state policy in supporting standards implementation.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80391940","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 Expansion of Title V: A Historical Analysis of the Promoting Postbaccalaureate Opportunities for Hispanic Americans Program 标题V的扩展:促进西班牙裔美国人学士学位后的机会计划的历史分析
IF 1.8 3区 教育学
Educational Policy Pub Date : 2023-03-13 DOI: 10.1177/08959048231153608
Stephanie Aguilar-Smith, E. Doran
{"title":"The Expansion of Title V: A Historical Analysis of the Promoting Postbaccalaureate Opportunities for Hispanic Americans Program","authors":"Stephanie Aguilar-Smith, E. Doran","doi":"10.1177/08959048231153608","DOIUrl":"https://doi.org/10.1177/08959048231153608","url":null,"abstract":"Understanding the development of major educational policies is essential, especially federal policies integral to Hispanic-Serving Institutions (HSIs)—one of the fastest-growing types of postsecondary institutions in the United States, which collectively serve over two-thirds of Latina/o/x-identified college students. Accordingly, in this archive-based study, we explore the expansion of Title V, specifically the creation of the Postbaccalaureate Opportunities for Hispanic Americans Program, and how advocates framed the need for this program. Specifically, employing McBeth et al.’s policy narrative framework, we story how Congress came to enact this program, describing the setting, characters, and plot of this policy process. In doing so, we make visible via narration how federal policy unfolds and the relationship between federal and state-level policy. Additionally, we show that nationalist, capitalist, and democratic logics are often used to justify programs to support the Latina/o/x community. Considering the findings, we conclude with implications for policy and future research. Ultimately, using this innovative lens, we expand the HSI literature and complexify the understanding of Title V.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78891800","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
Charter Authorizing, Applications, and the Needs of Historically Marginalized Students: A Cross State Analysis 特许授权，申请和历史边缘化学生的需求:跨州分析
IF 1.8 3区 教育学
Educational Policy Pub Date : 2023-03-06 DOI: 10.1177/08959048231153596
Katrina E. Bulkley, A. Lu, Kate Meza Fernandez, Alica Gerry
{"title":"Charter Authorizing, Applications, and the Needs of Historically Marginalized Students: A Cross State Analysis","authors":"Katrina E. Bulkley, A. Lu, Kate Meza Fernandez, Alica Gerry","doi":"10.1177/08959048231153596","DOIUrl":"https://doi.org/10.1177/08959048231153596","url":null,"abstract":"Charter school authorizers shape which charter schools open, where they open, and who they serve. We draw on principal agent theory to investigate how the priorities and practices of nine authorizers intersected with charter school applications’ attention to the needs of historically marginalized students. Using data from interviews and applications, we find authorizers vary in orientations toward equity and the ways in which they signal that orientation to charter applicants. Our analysis suggests a robust relationship between authorizer mission and the content found in charter applications, demonstrating the influence of authorizing practices on the contents of charter school applications.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81741907","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
Online Credit Recovery as an Intervention for High School Students Who Fail Courses 网络学分恢复对高中挂科学生的干预
IF 1.8 3区 教育学
Educational Policy Pub Date : 2023-02-17 DOI: 10.1177/08959048231153597
Samantha Viano, G. Henry
{"title":"Online Credit Recovery as an Intervention for High School Students Who Fail Courses","authors":"Samantha Viano, G. Henry","doi":"10.1177/08959048231153597","DOIUrl":"https://doi.org/10.1177/08959048231153597","url":null,"abstract":"Online credit recovery (OCR) refers to online courses that high school students take after previously failing the course. Many have suggested that OCR courses are helping students to graduate from high school without corresponding increases in academic skills. This study analyzes administrative data from the state of North Carolina to evaluate the efficacy of OCR using full data from public and private OCR providers. Findings indicate that students who fail courses and enroll in OCR are 20 percentage points more likely to earn course credit, have lower test scores of up to two tenths of a standard deviation, and are about eight percentage points more likely to graduate high school within 4 years than students who repeat courses traditionally. Test score differences are particularly large for Biology compared to Math I and English II. Hispanic and economically disadvantaged OCR students are more likely to graduate high school than their peers.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84544415","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
High School Students’ Expectations and College Aspirations: Causes and Consequences 高中生期望与大学抱负:原因与后果
IF 1.8 3区 教育学
Educational Policy Pub Date : 2023-02-17 DOI: 10.1177/08959048231153600
Hee Jung Gong, Robert K. Toutkoushian
{"title":"High School Students’ Expectations and College Aspirations: Causes and Consequences","authors":"Hee Jung Gong, Robert K. Toutkoushian","doi":"10.1177/08959048231153600","DOIUrl":"https://doi.org/10.1177/08959048231153600","url":null,"abstract":"This study focuses on the disparities between the educational aspirations and expectations of high school students in the U.S., and explores why students do not expect to earn a bachelor’s degree despite their aspirations. Using a national dataset and logistic/multinomial logistic regression analyses, the study identified the factors associated with this diminished expectation, such as family background, school experiences, and college preparedness activities. Additionally, students with low expectations of reaching their college aspirations are less likely to search for, apply to, and/or enroll in 4-year colleges. This study provides new insights into the college access process.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79774706","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
Different or Differentiated? Recoupling Policy and Practice in an Era of Accountability 不同还是分化?问责时代政策与实践的再挂钩
3区 教育学
Educational Policy Pub Date : 2023-02-13 DOI: 10.1177/08959048231153612
Allison W. Kenney, Susan Dulong Langley, Vonna Hemmler, Carolyn M. Callahan, E. Jean Gubbins, Del Siegle
{"title":"Different or Differentiated? Recoupling Policy and Practice in an Era of Accountability","authors":"Allison W. Kenney, Susan Dulong Langley, Vonna Hemmler, Carolyn M. Callahan, E. Jean Gubbins, Del Siegle","doi":"10.1177/08959048231153612","DOIUrl":"https://doi.org/10.1177/08959048231153612","url":null,"abstract":"Differentiation is an instructional practice teachers employ to modify their classroom content, process, and products based on student readiness, interest, and learning profile. Many school districts recognize the benefits of differentiated instruction and thus mandate allotted classroom time for its implementation. In this article, we investigate how teachers in one such district resolved differentiation policy to practice in a high-stakes testing environment. We found, during the designated time for differentiation, teachers regularly remediated small groups but did not similarly address the academic needs of advanced students, thus not enacting the disciplinary standard for differentiation. We suggest teachers are recoupling practice and policy but misaligning it to the disciplinary definition of differentiation, which we contend has broader implications for instructional policymaking.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135907035","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 Choice and Evaluation of Sexual Harassment Interventions in Institutions of Higher Education 高校性骚扰干预措施的选择与评价
IF 1.8 3区 教育学
Educational Policy Pub Date : 2023-02-13 DOI: 10.1177/08959048221142051
E. Perry
{"title":"The Choice and Evaluation of Sexual Harassment Interventions in Institutions of Higher Education","authors":"E. Perry","doi":"10.1177/08959048221142051","DOIUrl":"https://doi.org/10.1177/08959048221142051","url":null,"abstract":"This paper provides a qualitative review of research related to sexual harassment interventions employed in institutions of higher education (IHEs) and introduces a needs assessment process that IHE administrators can use to inform their choice of intervention. Additionally, this paper provides direction regarding how to assess the impact of sexual harassment interventions as prevention programs can only be effective if they are continuously evaluated. This review may help researchers identify under researched sexual harassment related topics in higher education and IHE administrators make evidence-based decisions related to the choice, implementation, and assessment of sexual harassment interventions.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77108505","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
Does It Matter Who Evaluates Teachers? Principal Versus Teacher-Led Evaluation and Teacher Motivation 谁来评估教师重要吗?校长与教师主导评价与教师动机
IF 1.8 3区 教育学
Educational Policy Pub Date : 2023-02-09 DOI: 10.1177/08959048221103796
Timothy G. Ford, Alyson L. Lavigne
{"title":"Does It Matter Who Evaluates Teachers? Principal Versus Teacher-Led Evaluation and Teacher Motivation","authors":"Timothy G. Ford, Alyson L. Lavigne","doi":"10.1177/08959048221103796","DOIUrl":"https://doi.org/10.1177/08959048221103796","url":null,"abstract":"Increasing job demands and continuing struggles to improve teacher evaluation practice raise the question of how peers might assist principals with teacher evaluation. Using a robust international sample (TALIS2013) of 36,411 teachers from 2,759 schools in 11 countries, we tested the hypothesis that teacher-led evaluation practices are associated with more teacher-reported positive changes in classroom practice, confidence, and motivation than principal-led evaluation practices in three areas evaluation: (1) classroom observations, (2) assessments of teacher content knowledge, and (3) analysis of student test score data. We found that teacher-led evaluation is associated with more positive feelings of motivation and change in practice for all three evaluation areas, but particularly for assessments of teacher content knowledge and test score data analysis. Further, principals’ reported use of extrinsic motivational tools to reward or punish teachers based upon their evaluation was also negatively associated with teachers’ motivation and reports of positive change in practice.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87899294","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
Special Education and Meritocratic Inclusion 特殊教育和精英融合
IF 1.8 3区 教育学
Educational Policy Pub Date : 2023-02-09 DOI: 10.1177/08959048231153606
Arnaud Stanczak, Mickaël Jury, Cristina Aelenei, J. Pironom, Marie-Christine Toczek-Capelle, O. Rohmer
{"title":"Special Education and Meritocratic Inclusion","authors":"Arnaud Stanczak, Mickaël Jury, Cristina Aelenei, J. Pironom, Marie-Christine Toczek-Capelle, O. Rohmer","doi":"10.1177/08959048231153606","DOIUrl":"https://doi.org/10.1177/08959048231153606","url":null,"abstract":"In this theoretical article we present our hypothesis on the incompatibility of the inclusive education policy toward students with special educational needs with the meritocratic principle of education. If considering and recognizing the needs of these students is necessary to achieve a successful inclusive environment, we propose that this goal cannot be achieved within current educational systems driven by a meritocratic ideology. We base our rationale on social psychology theories such as system justification and backlash to argue that such incompatibility is particularly visible during the evaluation process. Finally, if we provide some incentives toward greater inclusion while considering the diverse contradictions such inclusivity generates, we also invite researchers to further empirically examine these contradictions in order to guide policy makers within their choices.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77778071","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
Postsecondary Policy Environments in Citizen Legislatures 公民立法机构的高等教育政策环境
IF 1.8 3区 教育学
Educational Policy Pub Date : 2023-01-12 DOI: 10.1177/08959048221142050
D. Johnson
{"title":"Postsecondary Policy Environments in Citizen Legislatures","authors":"D. Johnson","doi":"10.1177/08959048221142050","DOIUrl":"https://doi.org/10.1177/08959048221142050","url":null,"abstract":"Legislative professionalism is central to the politico-institutional context of postsecondary policy adoption in state governments. The core argument in existing research is that as legislative professionalism increases, structural capacity for decision-making increases. Evidence for this argument is mixed, exclusively quantitative, and assumes a bureaucratic logic. The goal of this study is to deepen understanding of legislative professionalism by examining how policy stakeholders perceive the postsecondary policy environment in a “citizen legislature.” The study draws on 26 in-depth interviews with higher education stakeholders in Nevada. The findings contribute empirically to the literature by demonstrating that legislative professionalism can be understood in terms of the meanings assigned distinctive legislative environments. The results also make a conceptual contribution to this literature by showing how loose coupling in interorganizational relations and bounded rationality shape the policy environment—in ways that yield benefits for some institutions and disadvantages for others.","PeriodicalId":47728,"journal":{"name":"Educational Policy","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89441710","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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