Journal of Education Policy最新文献_第9页

Ethnic segregation in schools: a study of non-decision making 学校种族隔离:非决策研究

IF 2.5 2区教育学

Journal of Education Policy Pub Date : 2022-10-20 DOI: 10.1080/02680939.2022.2136764

J. Friedrichs

引用次数: 0

A feminist critical heuristic for educational policy analysis: U.S. social emotional learning policy 教育政策分析的女权主义批判启发式：美国社会情感学习政策

IF 2.5 2区教育学

Journal of Education Policy Pub Date : 2022-10-06 DOI: 10.1080/02680939.2022.2130995

M. Lemke, Katlyn Rogers

引用次数: 2

Who takes initiative? The rise of education policy networks and the shifting balance of initiative-taking amongst education stakeholders in Israel 谁采取主动？以色列教育政策网络的兴起和教育利益相关者之间主动行动平衡的转变

IF 2.5 2区教育学

Journal of Education Policy Pub Date : 2022-10-03 DOI: 10.1080/02680939.2022.2130996

M. Amiel, Miri Yemini

{"title":"Who takes initiative? The rise of education policy networks and the shifting balance of initiative-taking amongst education stakeholders in Israel","authors":"M. Amiel, Miri Yemini","doi":"10.1080/02680939.2022.2130996","DOIUrl":"https://doi.org/10.1080/02680939.2022.2130996","url":null,"abstract":"ABSTRACT In this paper, we reveal and describe the context in which education policy networks in Israel have expanded recently, given the evolving interdependent relationships among the actors involved. We draw upon resource dependence theory, which assumes that actors’ power relations within a network depends on their own and others’ perceptions of the dependency relations among the different actors in the network. Policy documents and committee reports were identified and analyzed qualitatively, alongside transcripts of semi-structured, in-depth interviews conducted with stakeholders in Israeli education policy. We identified significant changes regarding which stakeholders take initiative for policy-making and implementation processes in Israeli education. We related these changes to the dynamics of resource dependence relationships among actors. In addition, we revealed a new stage in the evolution of educational governance in Israel – a transition from intersectoral collaboration within a top-down policy process defined and led by the Ministry of Education to a situation in which policy networks including non-governmental stakeholders initiate and subsequently lead many education policy processes. At this new stage, certain non-state actors increased their power, presence, and influence over Israeli education policy and can thus shape existing policies by leveraging their perceived control over a range of resources.","PeriodicalId":51404,"journal":{"name":"Journal of Education Policy","volume":"38 1","pages":"586 - 606"},"PeriodicalIF":2.5,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47072218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Coercion and consent for the U.S. education market: community engagement policy under racialized fiscal surveillance 美国教育市场的强制和同意：种族化财政监督下的社区参与政策

IF 2.5 2区教育学

Journal of Education Policy Pub Date : 2022-08-29 DOI: 10.1080/02680939.2022.2112759

R. Kissell

{"title":"Coercion and consent for the U.S. education market: community engagement policy under racialized fiscal surveillance","authors":"R. Kissell","doi":"10.1080/02680939.2022.2112759","DOIUrl":"https://doi.org/10.1080/02680939.2022.2112759","url":null,"abstract":"ABSTRACT In response to growing pushback to decades of privatization and disinvestment in high-poverty communities of color, elected officials and business leaders in the United States have turned to ‘community-engaged strategies’ to advance education reform. This qualitative case study of a California school district, the Oakland Unified School District, from 1989 to 2019 uses a Gramscian analysis of hegemony to illuminate the shift from coercive practices of financial audits to building consent through the district’s formal engagement strategies as tools to manage public dissent around divisive decisions. Findings reveal that a manufacturedscrisis facilitated the 2003 state takeover of OUSD to further advancesausterity measures and audit processes that served as racialized formssof fiscal surveillance. When local resistance to these measures intensified, district actors shifted tactics to ‘engage’ community members through a portfolio strategy to manage school choice options and other public-private partnerships. Oakland public schools are a prime case of how democratic mechanisms serve as the vehicle to manufacture public consent for district redesign by way of marketization. This paper contributes new insights into local and global debates on educational privatization by critically examining the role of parastatal audit agencies in shaping community support for public-privateeducation governance along with tracing the shifting tactics of elite policy actors.","PeriodicalId":51404,"journal":{"name":"Journal of Education Policy","volume":"38 1","pages":"738 - 760"},"PeriodicalIF":2.5,"publicationDate":"2022-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41368382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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: 2

Performativity, managerial professionalism and the purpose of professional development: a South African case study 绩效、管理专业和专业发展的目的:一个南非的案例研究

IF 2.5 2区教育学

Journal of Education Policy Pub Date : 2022-08-15 DOI: 10.1080/02680939.2022.2110946

C. Bertram, N. Mxenge

{"title":"Performativity, managerial professionalism and the purpose of professional development: a South African case study","authors":"C. Bertram, N. Mxenge","doi":"10.1080/02680939.2022.2110946","DOIUrl":"https://doi.org/10.1080/02680939.2022.2110946","url":null,"abstract":"ABSTRACT Early post-apartheid policies envisaged a South African teacher who had autonomy to make professional judgements based on their school context and learners’ needs. However, over the last decade, the state has increasingly monitored learner achievement and teachers’ work. In this paper, we show how the professional development activities provided by the state for high school Life Sciences teachers focus primarily on measuring learner achievement and thus reflect organisational professionalism and managerial discourses which challenge the early post-apartheid vision of democratic professionalism. We present a case study of a cluster of Life Sciences teachers, generating data from interviews with eleven high school teachers and from observation of six professional development meetings. The findings show that the two main purposes of the activities in the cluster meetings are the improvement of learner results and the monitoring teachers’ curriculum coverage and assessment practices. We argue that the discourse of performativity and managerial professionalism narrows the purpose of schooling, influences the nature of state-initiated professional development opportunities and also informs the way in which the state and teachers view their work. This contradicts the initial vision of the democratic state and provides insight into how neoliberal discourses have influenced education in a post-colonial country.","PeriodicalId":51404,"journal":{"name":"Journal of Education Policy","volume":"38 1","pages":"607 - 624"},"PeriodicalIF":2.5,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43305984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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

Crisis policy enactment: primary school leaders’ responses to the Covid-19 pandemic in England 危机政策制定:英国小学领导对Covid-19大流行的反应

IF 2.5 2区教育学

Journal of Education Policy Pub Date : 2022-07-18 DOI: 10.1080/02680939.2022.2097316

A. Bradbury, A. Braun, S. Duncan, S. Harmey, Rachael Levy, G. Moss

{"title":"Crisis policy enactment: primary school leaders’ responses to the Covid-19 pandemic in England","authors":"A. Bradbury, A. Braun, S. Duncan, S. Harmey, Rachael Levy, G. Moss","doi":"10.1080/02680939.2022.2097316","DOIUrl":"https://doi.org/10.1080/02680939.2022.2097316","url":null,"abstract":"ABSTRACT This paper explores the enactment of government policy during the Covid pandemic in primary schools in England. Based on interviews with school leaders and teachers across the period 2020–21 (n = 66), drawn from two major studies of primary schools’ priorities during the crisis, we argue that school leaders’ responses can be understood as a distinct form of policy enactment particular to an unprecedented crisis. Policy arrived in schools differently, and was enacted differently. Our findings suggest that enacting policy during the Covid crisis was a process dominated by the need to act at speed, informed by the prioritisation of children’s basic needs and based on a knowledge of the local circumstances. Thus dimensions of context which affect policy enactment were altered during the crisis, with the material circumstances of the school and the values of the headteacher becoming highly significant. The approach we term crisis policy enactment is response to policy which is focused first on coping but is also agentic, demonstrating a commitment to children’s welfare and a belief in the power of schools to make a difference.","PeriodicalId":51404,"journal":{"name":"Journal of Education Policy","volume":"38 1","pages":"761 - 781"},"PeriodicalIF":2.5,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43213322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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: 8

Towards a European model of collective skill formation? Analysing the European Alliance for Apprenticeships 走向集体技能形成的欧洲模式?分析欧洲学徒联盟

IF 2.5 2区教育学

Journal of Education Policy Pub Date : 2022-07-13 DOI: 10.1080/02680939.2022.2097317

L. Gráf, Marcelo Marques

{"title":"Towards a European model of collective skill formation? Analysing the European Alliance for Apprenticeships","authors":"L. Gráf, Marcelo Marques","doi":"10.1080/02680939.2022.2097317","DOIUrl":"https://doi.org/10.1080/02680939.2022.2097317","url":null,"abstract":"ABSTRACT While the literature in skill formation systems has paid considerable attention to inter-variation between types of national skill formation systems and intra-variation among individual types as in the case of collective skill formation systems, less is known about the role of the European Union in establishing a European model of skill formation. Building on studies in educational governance and decentralised cooperation, this paper analyses the European Alliance for Apprenticeships (EAfA) and explores its relationship to national skill formation systems. We analyse the emergence of a European model of collective skill formation and offer case studies of Ireland and France to understand how this European model relates to these two contrasting skill formation systems. Through deductive qualitative content analysis of official documents, we show that (a) the EAfA, in resembling characteristics of national collective skill formation systems, promotes the emergence of a European model of collective skill formation, and (b) that Ireland and France show signs of moving further towards adopting elements of a collectivist training model centred on apprenticeship training although mediated by path-dependencies of a liberal (Ireland) and statist (France) skill formation model.","PeriodicalId":51404,"journal":{"name":"Journal of Education Policy","volume":"38 1","pages":"665 - 685"},"PeriodicalIF":2.5,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49046555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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: 6

The Emergence and Policy (mis)Alignment of Teach For Taiwan 台湾教学的产生与政策取向

IF 2.5 2区教育学

Journal of Education Policy Pub Date : 2022-07-11 DOI: 10.1080/02680939.2022.2095036

Matthew A. M. Thomas, R. Xu

{"title":"The Emergence and Policy (mis)Alignment of Teach For Taiwan","authors":"Matthew A. M. Thomas, R. Xu","doi":"10.1080/02680939.2022.2095036","DOIUrl":"https://doi.org/10.1080/02680939.2022.2095036","url":null,"abstract":"ABSTRACT Teach For All (TFAll) is global network of programs based on Teach For America. Since 2007, TFAll has spread to more than 60 countries and had a considerable impact on educational policy across educational jurisdictions. Scant research, however, has examined ‘shadow’ programs based on this model but unaffiliated with TFAll, such as Teach For Taiwan (TFT). This paper engages in a critical policy analysis of TFT and examines both its emergence and (mis)alignment with educational policy. Our analysis first highlights the inspiration and support TFT has drawn from TFAll and its affiliate programs, despite its unofficial status. The paper then examines how TFT is aligned strategically with recent policy shifts toward deregulation in Taiwanese education. We also find that TFT is misaligned with key educational structures, including the national salary scale for teachers and teacher education system, resulting in a new category of transient teachers who are uniquely positioned in the teaching roles they assume but largely unable to continue teaching beyond TFT. We argue that more attention within education policy studies should focus on the impacts of (un)official TFAll programs – particularly given their disproportionate power and positioning to effect global educational change – and their (mis)alignments with national systems.","PeriodicalId":51404,"journal":{"name":"Journal of Education Policy","volume":"38 1","pages":"686 - 709"},"PeriodicalIF":2.5,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49499572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"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: 3

Metrics, standards and alignment in teacher policy: critiquing fundamentalism and imagining pluralism 教师政策的尺度、标准和一致性：批判原教旨主义和想象多元主义

IF 2.5 2区教育学

Journal of Education Policy Pub Date : 2022-06-10 DOI: 10.1080/02680939.2022.2087973

A. Payne, Sarah Langman, Rafaan Daliri-Ngametua

引用次数: 8

Race in education policy: school safety and the discursive legitimation of disproportionate punishment 教育政策中的种族:学校安全和不成比例惩罚的话语合法化

IF 2.5 2区教育学

Journal of Education Policy Pub Date : 2022-06-07 DOI: 10.1080/02680939.2022.2085812

A. Nikolaidis, Marjory Stoneman

引用次数: 1