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From Parents Defending Education v. Linn Mar Community School Dist., decided Sept. 29 by the Eighth Circuit (Judge Steven Colloton, joined by Judges Duane Benton and Jane Kelly): The disputed policy is entitled "Administrative Regulations Regarding Transgender and Students Nonconforming to Gender Role Stereotypes." The policy was adopted in April 2022 as Board Policy 504.13-R.…

This literature overview analyzes policy shifts in the Open Secondary School (hereafter "OSS") in Korea, and it applies historical institutionalism to make policy proposals. The research questions are as follows: What are the structural, institutional, and actor context factors that facilitate and constrain changes in the OSS Policy (hereafter "OSSP")? What is the interaction among the structural, institutional, and actor context factors that facilitate and constrain changes in the OSSP? Historical institutionalism was used as a theoretical framework. This included an "integrated approach of structure, institutions, and actor levels" and the "view of gradual change". This study constructed the four criteria to serve as a basis of this analysis: structural, institutional, and actor context factors, and policy shift path factor. The analysis results showed that these four factors facilitated changes in policy. In addition, the structural, institutional, and actor context factors interacted with each other to facilitate or constrain policy shift path changes. In this study, it was also determined that the OSS should be presented as a sustainable and acceptable model in the era of COVID-19, thereby improving the quality of education.

AbstractOakland Community Organizations (OCO) has worked for over ten years to improve educational opportunities in low‐income neighborhoods in Oakland, California. The work of thousands of parent, teacher, youth, and community leaders has resulted in the formation of nearly fifty new small schools and more than ten charters, creating settings for individualized learning environments and the opportunity for quality choices for many of Oakland's low‐income families. In this article, OCO's executive director, Ron Snyder, outlines a four‐phase organizing process undertaken by OCO, based on a set of organizing principles that have sustained community‐led education reform despite constant changes in the political and school district environment: the centrality of love (self‐interest) as a motivator for advocacy; the importance of quality research and powerful ideas (vision) as alternatives to the status quo; application of a model that creates a common structure, language, and experience to sustain leaders; the need for institutional and network power to apply leverage; the flexibility to seize opportunity when the window is open; and faithfulness to the object of our love: our children.

This study examines how anti-Catholic sentiment, and nativist views during the nineteenth century influenced Progressive policy makers during the Native American boarding school era to impose a militarized and patriotic system of education onto Native children. In an attempt to prove their loyalty to the United States, Catholic church policy makers adopted the federal government's model of educating Native Children. This system unintentionally hurt the Native population because Catholic Priests and Nuns shifted their philosophy of respecting Native values to imposing patriotic values onto Native children. The federal government's role in the boarding school era often overshadows the role of religious denominations, specifically the influence of Catholic Indian schools. The point of this study is to examine and recognize how the social environment in the U.S. during the nineteenth century influenced Native American policy and gives anyone interested in the boarding school era a more nuanced understanding as to why Progressives sought to assimilate Native children into the American mainstream.

This paper seeks to understand the significant challenges of Ghana's free senior high school (SHS) policy and the roles that non-profit organisations play in addressing them. Findings reveal non-profit interventions such as establishing new school buildings, providing teacher training, addressing inequality issues, equipping graduates with employable skills and evaluating the policy. Such public–non-profit partnerships can help the government achieve its vision of free SHS education for all young Ghanaians.

For a long time education was a strictly national concern. Its purpose was to contribute to national unity and to educate citizens suitable for the society in which they would live and work. Changes in the last thirty years, often termed globalization, have come to challenge this function for education in important ways. Drawing upon a minor study consisting of a textual analysis of the school policy debate present in the editorial and debate pages of the largest Swedish newspapers, this paper argues for an apparent collision of public discourses of the role of teachers in Sweden. Results show that a global discourse of education collides with the national curriculum of Sweden in the national policy debate on the overall purpose of the Swedish school system, and the role of the teachers working within it. In short, the national curriculums' description of the complex nature of the teaching profession, with a strong focus on the fostering of democratically competent citizens firmly based in the defining values of Swedish society, are challenged by the global narrative of a knowledge economy where the purpose of the educational system is to generate competitive subjects with the skills to secure key positions in the global race for high quality jobs and property rights in a global economy. The analysis shows that based on the argument of a relative decline of Swedish students in the Timss and Pisa surveys of the OECD, leading politicians uses a disaster-like rhetoric in order to highlight the need for dramatic improvements of an educational system in deep crisis. This is because the declining results of Swedish students are interpreted as a risk for the future competitiveness of Sweden in a globalized economy. This, they contend, is due to the fact that Swedish teacher educations are infested with muddled ideologies focused on feel-good activities and questions of social competence, instead of the education of teachers who are effective instructors with in-depth knowledge about the subjects that they teach. The ...