Raising the Bar for Teacher Preparation: Early Signals on How Louisiana's Education Policy Strategies Are Working Across the State

2019 ◽  
Author(s):  
Maggie Hannan ◽  
Laura Hamilton ◽  
Julia Kaufman
Keyword(s):  
Teacher Preparation ◽  
Education Policy ◽  
The State ◽  
Policy Strategies

The main directions of educational policy of Finland

2020 ◽  
Vol 11 (2) ◽  
pp. 6-13
Author(s):  
K. E. Stupak ◽  
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Education System ◽  
Decisive Role ◽  
The State ◽  
Vocational Education And Training ◽  
State Education Policy ◽  
Role Of The State ◽  
State Education

The article deals with analyzing the main streams of the education policy in Finland, which reflect the relationship between a person and society in modern socio–economic conditions. Such policy directs the system of education to change the person and his mind himself. Finland using its education system, has long before been concerned about preparing people for the future by reforming approaches to teaching in schools and higher education institutions. As a result, it has achieved world–wide recognition and top positions in various ratings have resulted. Therefore, today there is a great interest of scientists in certain issues of education functioning in Finland. Thus, G. Androshchuk, V. Butova. I. Zhernokleeva, T. Pushkareva and others study in their works the purpose and decisive role of Finland's education policy in the development of the education system. S. Grinyuk and V. Zagvozdkin pay attention to the practical the steps of reforming the Finnish system of education. T. Drobyshevsk investigates the system of providing educational services in Finland as a sector of knowledge production. L. Volynets, P. Kukharchuk consider the principles of the state education policy of Finland. L. Smolskaya examines the role of the state policy in implementing the "Finnish phenomenon"; P. Basyliuk and Yu. Kulykova, focus attention on the study of the evolution of the system of higher education in Finland; O. Scherbak reveals peculiarities of vocational education and training.

scholarly journals The System of Qualification Examination at Public Schools in Eastern Siberia at the turn of the 19th – 20th Centuries as a Result of Education Policy of the Russian Autocracy

2021 ◽  
Vol 37 ◽  
pp. 27-37
Author(s):  
N. N. Lebedeva ◽  
Keyword(s):  
Public Schools ◽  
Education Policy ◽  
The State ◽  
Eastern Siberia ◽  
National Education

The article deals with peculiarities of the organization of end-of-year and final examinations at public schools in Eastern Siberia at the turn of 19th – 20th centuries in connection with the problems of formation and development of the content and mechanisms of realization of the State Final Certification in the practice of modern national education.

College Completion, the Texas Way: An Examination of the Development of College Completion Policy in a Distinctive Political Culture

2019 ◽  
Vol 121 (1) ◽  
pp. 1-40
Author(s):  
Denisa Gándara ◽  
James C. Hearn
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Research Evidence ◽  
Unintended Consequences ◽  
The State ◽  
College Completion ◽  
Policy Actors ◽  
Types Of Information ◽  
State Higher Education

Background College-completion policies dominate state higher education policy agendas. Yet we know little about how policy actors make decisions—and what sources of evidence they use—within this policy domain. Focus of Study This study explores the use of evidence in college-completion policymaking in depth, focusing on Texas. In addition to exploring policymakers’ use of different types of information, this study examines the role played by intermediaries. Research Design We employed a qualitative case study design drawing on interviews with 32 policy actors engaged in college-completion policy in Texas. Our analysis consisted of both deductive coding (based on our a priori coding scheme) and inductive coding (based on emerging themes) to arrive at our four major findings. Findings/Results The analysis revealed four primary findings. The first theme suggests an insular culture of college-completion policymaking: Policymakers at various levels preferred Texas-based data and rejected the notion that external groups contributed to setting the college completion agenda in Texas. Second, business groups and a business ethos permeated college-completion policymaking in Texas. Third, research evidence was seldom employed in this policy process, partly because policymakers prefer concise and timely information. Finally, the study uncovered a new tactic for supplying research employed by certain intermediaries: punchy messaging, which was effective at garnering attention but also yielded unintended consequences. Conclusions/Recommendations Overwhelmingly, higher education policy actors tended to prefer Texas-based data. Respondents cited three major reasons for this preference: the high quality of the state higher education coordinating board's data, Texas's unique demographics, and the accessibility of statewide data. These findings reflect the mediating role that is played not only by state structural characteristics, but also by culture. Perceptions of Texas's distinctive inward-looking nature permeated our interviews and set the stage for the role that intermediaries played in the state and the preferences for information. Intermediaries wishing to inform college-completion policy activity at the state level should consider the uniqueness of the state context in supplying information. For states that are more insular, like Texas, working through internal (in-state) intermediaries may be an effective strategy. In light of our findings of preferred types of information, those intending to influence policymaking should consider making information—especially research evidence—concise and easily accessible and establish relationships with policymakers and their staff members.

Promising: school diversity and competition

2018 ◽  
pp. 91-112
Author(s):  
Helen M. Gunter
Keyword(s):  
Public Policy ◽  
Risk Management ◽  
School Reform ◽  
Education Policy ◽  
School Failure ◽  
The State ◽  
School Diversity ◽  
Risk Of Failure ◽  
A Site

This chapter discusses the deployment of the Education Policy Knowledgeable Polity, which shows how the state has adopted a form of depoliticisation by contract as a form of risk-management-promising, where the trend is towards proactive private as distinct from public contractualism based on the binary risk of failure–success designed to secure and extend segregation. Underpinned by globally networked corporate ideas regarding education as a site for investment, the identification of success and the eradication of failure has become policy in school reform. Importantly, the pursuit of child and school failure as public policy is integral to this process, where schools and children do and, indeed, have to fail in order for segregation to be effective.

Thinking politically: challenging public education

2018 ◽  
pp. 1-24
Author(s):  
Helen M. Gunter
Keyword(s):  
Public Education ◽  
Education Policy ◽  
Hannah Arendt ◽  
Public Services ◽  
The State

This chapter provides an overview of the book's main themes. This book presents a new conceptualisation, so-called Knowledgeable Polities, and identifies and deploys the Education Policy Knowledgeable Polity as the methodological means of examining the dynamics of the state, people, practices, ideologies and networks. Such an approach allows the study to consider the conditions for rethinking politically ongoing ‘reforms’ of education. The book provides access to ideas, evidence, and practices vital for the re-politicisation of public services education. By engaging with Hannah Arendt as a ‘discussion partner’, it explores a range of ideas and arguments.

Language policy and teacher preparation: The implications of a restrictive language policy on teacher preparation

2013 ◽  
Vol 4 (1) ◽  
pp. 83-104 ◽  
Author(s):  
M. Beatriz Arias ◽  
Terrence G. Wiley
Keyword(s):  
English Language Learners ◽  
Teacher Preparation ◽  
Language Policy ◽  
Language Learners ◽  
Prospective Teachers ◽  
English Language ◽  
Applied Linguistics ◽  
The United States ◽  
The State ◽  
Restrictive Language Policy

AbstractApplied linguistics, with its sub-domains of language planning and policy can make significant contributions to language teaching. In order to explore this issue, the authors focus on the contested arena of language minority instruction in the United States. Attention is given specifically to the state of Arizona, where, recently, its educational policies have captured national and even international attention. Of particular concern is Arizona's implementation of a restrictive language policy for the instruction of English Language Learners (ELLs). The authors present a framework for reviewing the relationship between language policies and teacher preparation. Applying this framework to Arizona's teacher preparation for ELLs, we find that the state sanctioned curriculum transmitted a deficit view of students who speak a language other than English and provided prospective teachers with few alternative approaches for their instruction. In response this outcome, the authors recommend that applied linguistics content needs to be embedded within teacher preparation.

Early Education Policy Alternatives: Comparing Quality and Outcomes of Head Start and State Prekindergarten

2006 ◽  
Vol 28 (1) ◽  
pp. 77-99 ◽  
Author(s):  
Gary T. Henry ◽  
Craig S. Gordon ◽  
Dana K. Rickman
Keyword(s):  
Head Start ◽  
Education Policy ◽  
Early Education ◽  
The State ◽  
State Control ◽  
Universal Prekindergarten ◽  
Disadvantaged Children ◽  
Common Support ◽  
Early Education Policy ◽  
Head Start Programs

The debates over the 2003 reauthorization of Head Start highlighted a controversy about the devolution of federal early education policy. At the center of the debate is the concern that state control of early education programs will reduce the quality and effectiveness of federal support for children living in poverty, and their families. The current fragmentation of early education policy, with both federal Head Start programs and state-subsidized prekindergarten programs operating in close proximity, presents an opportunity to compare the programs’ quality and effectiveness within a region of common support. In this study, propensity score techniques were used to match a probability sample of Head Start participants in Georgia with a group of children who were eligible for Head Start but who attended the state prekindergarten program in Georgia. The two groups were statistically similar at the beginning of their preschool year on three of four direct assessments (p < .05), but by the beginning of kindergarten the children attending the state prekindergarten program posted higher developmental outcomes on five of six direct assessments (p < .05) and 14 of 17 ratings by kindergarten teachers (p < .05). This study indicates that economically disadvantaged children who attended Georgia’s universal prekindergarten entered kindergarten at least as well prepared as similar children who attended the Head Start program.

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