Suchergebnisse

Abstract
This article examines the way in which political decisions on schooling are made, with the double constraint of a search for consensus, anchored in Swiss politics, and the presence of moral entrepreneurs (Becker, 1985).We analyse the tensions that this creates in the design of a reform of lower secondary education and the forms that the conflict takes. The analyses show an over-politicisation of educational issues, exacerbating the divisions between policy actors.

Researchers often examine how a single policy is implemented, without considering the role that other policies and programs may play in how that policy is understood and enacted. For instance, current scholarship on school discipline rarely considers that in many schools, multiple disciplinary channels coexist. For example, to counter harsh and racially disproportionate punishment in schools, many school districts have established restorative justice programs. However, restorative justice programs are frequently introduced into schools that also maintain more authoritarian practices, including the presence of police officers with the power to arrest students. In other words, rather than supplanting punitive practices, restorative justice practices tend to coexist with them. In this article, I describe how the coexistence of these two different channels for dealing with student misbehavior could deepen race and gender disproportionality in punishment. In so doing, I sketch a program of research on school disciplinary practices and inequality. I also call for more attention to the broader policy context in studies of particular school programs and policies.

Today's youth will face global environmental changes, as well as complex personal and social challenges. To address these issues this collection of essays provides vital insights on how science education can be designed to better engage students and help them solve important problems in the world around them. Assessing Schools for Generation R (Responsibility) includes theories, research, and practices for envisioning how science and environmental education can promote personal, social, and civic responsibility. It brings together inspiring stories, creative practices, and theoretical work to make the case that science education can be reformed so that students learn to meaningfully apply the concepts they learn in science classes across America and grow into civically engaged citizens. The book calls for a curriculum that equips students with the knowledge, skills, attitudes and values to confront the complex and often ill-defined socioscientific issues of daily life. The authors are all experienced educators and top experts in the fields of science and environmental education, ecology, experiential education, educational philosophy, policy and history. They examine what has to happen in the domains of teacher preparation and public education to effect a transition of the youth of America. This exciting, informative, sophisticated and sometimes provocative book will stimulate much debate about the future direction of science education in America, and the rest of the world. It is ideal reading for all school superintendents, deans, faculty, and policymakers looking for a way to implement a curriculum that helps builds students into responsible and engaged citizens

The Regulation of Ministry of Education and Culture No. 23 of 2017 concerning School Day resulted in a tremendous wave of protest. The public takes part in different sides, the pro and the contra. This research uses a hermeneutical paradigm with causal historical analysis. The results of the study show that the refusal among the pesantren community is based on a robust doctrine of the fiqh rules as a form of orthodoxy and adherence to the values taught by the pesantren. Second, the government is playing with language on its policy. In the context of full-day school regulation, the government still uses euphemism as a strategy of education political ethic. Third, Nahdlatul Ulama (NU) has a very central role in rejecting the five-day school policy.

Drawing the importance of technology in 21st Century, India re-launched the ICT@School Scheme in 2010 to formalise computer education among government schools. However, this giant step in introducing and institutionalising digital education in India should not be seen in isolation from the larger political scenario. The article elaborates on how international and country politics influenced the formulation of this scheme. Further, the article explains how the scheme opened doors for new public management into Indian education system and thereby explaining unintentionally interruption in the existing eco-system at both micro (school) and meta (educational governance system) levels. It concludes with the call for an appropriate and context specified partnership for governance and implementation of holistic education including digital technology.

Drawing the importance of technology in 21st Century, India re-launched the ICT@School Scheme in 2010 to formalise computer education among government schools. However, this giant step in introducing and institutionalising digital education in India should not be seen in isolation from the larger political scenario. The article elaborates on how international and country politics influenced the formulation of this scheme. Further, the article explains how the scheme opened doors for new public management into Indian education system and thereby explaining unintentionally interruption in the existing eco-system at both micro (school) and meta (educational governance system) levels. It concludes with the call for an appropriate and context specified partnership for governance and implementation of holistic education including digital technology.