Suchergebnisse

The South Carolina General Assembly passed and the Governor signed into law a joint resolution that tasked the South Carolina Department of Education with making recommendations for reducing and streamlining the amount of paperwork and reporting requirements placed on teachers, schools, and school districts. This report reflects the gathering of paperwork and reporting requirements directly from teachers, school administrators, and district office staff. By analyzing their feedback, this report provides a series of recommendations that if implemented with fidelity are believed to better allow educators to focus their time on student outcomes rather than burdensome administrative procedures.

1 Introduction -- Introduction -- The Nordic Welfare Model -- The Share of Public, Nonprofit, and For-Profit Welfare Providers -- ECEC in the Nordic Countries -- Three Sets of Goals for ECEC -- Challenges Facing ECEC in the Nordic Countries: Demographic Changes, Accessibility, and Educational Approach -- Explaining Institutional Change -- Approaches to the Provision of Welfare Services -- The Three Actors in the Welfare Mix -- Public Provision or Privatization? -- The Welfare Sector as a Quasi-Market -- The Role of Nonprofit Providers as Part of the Welfare Mix -- The Remainder of This Book: ECEC From a Comparative Nordic Perspective -- References -- 2 Shared Roots—Private Initiatives Along Two Trajectories -- Introduction -- The Dual Trajectory of the ECEC System -- Trajectory 1: Charities Establish Children's Asylums as Protectors from the Dangers of Streets -- Trajectory 2: Philanthropic Kindergartens and For-Profit Child Residential Homes for Wealthy Families -- The Merging of the Two Trajectories -- Fostering a Nordic ECEC Model Through Kindergarten Teacher Education -- Chapter Summary -- References -- 3 From the Fringes to the Heart of the Welfare State—Growth in ECEC Coverage -- Introduction -- Legislative Foundation -- Consolidation and Growth -- Full Coverage -- Chapter Summary -- References -- 4 Changes in the Role of Commercial and Nonprofit ECEC Providers—Deviations from the Nordic Welfare Model? -- Introduction -- Private Growth -- Explaining the Growth of Private Actors: Framework Conditions, Financing, and Public Debates -- Chapter Summary -- References -- 5 Reigning in Provider Diversity? Regulation, Steering, and Supervision -- Introduction -- Educational Promotion—The Rationale for State Steering -- National Policies Pursued in Terms of Regulation and Curriculum -- Securing Compliance—Supervision -- Soft Steering—Manuals and Evaluations -- Chapter Summary -- References -- 6 Does It Matter? Quality Differences Among Public, Nonprofit, and For-Profit Providers -- Introduction -- Theoretical Underpinnings of Different Ownership and Quality -- Quality of ECEC -- International Experiences: Quality Differences Among Public, Nonprofit, and For-Profit ECEC? -- Research in the Nordic Countries on Quality Differences Among Public, Nonprofit, and For-Profit Providers -- Chapter Summary -- References -- 7 Conclusions -- Introduction -- Why Private Growth in Nordic ECEC? -- How to Respond to Adverse Effects From Marketization? Nordic Attempts to Reign in Quasi-markets -- Governance Challenges in the Welfare Mix -- Why Diversity in Provision? -- A Nordic Dimension in ECEC Governance? -- References.

The book is designed for faculty and doctoral students in education who are interested in understanding diverse frameworks for policy analysis, and for those in the general public who are interested in the policies we analyze here. This book originated in a policy analysis class at Michigan State University taught during 2010. Using Professor Tatto's unique approach to teaching policy analysis, the professor and students agreed to construct a class that represented a reflective and grounded experience in the policy analysis of a current and relevant issue with global ramifications; we began exploring policies that were developed at the global level and that were implemented locally. We investigated the surge of globally developed standards and regulations in an effort to improve education. Our goal was to learn cross-nationally about policies that seek to reform curriculum and instruction under efficiency and global competitiveness arguments, such as Education for All (EFA) and its USA cousin No Child Left Behind (NCLB). We knew our work would be bounded by the time available in a one-semester class, and by resource constraints. We did exploratory inquiry supported by literature reviews, reports on rigorous research studies, and in one case an exploratory case study. The policies we chose to explore, such as EFA and NCLB, offered us the opportunity to examine current reform tendencies that are intended to provide access to quality education for all children, the preparation of teachers to support diverse populations, the organization of schools to accommodate these children in response to vague policy mandates, and power issues affecting the different constituencies and stakeholders. The effects of these and other policies were difficult to track because research is scant and decisions are frequently made based on ideology or political persuasion. Our purpose was to explore the critical issues that originated such policies, and to search for documented evidence regarding policy implementation and effectiveness. We investigated the factors that seemed to interfere with successful implementation, from conceptual, theoretical, and methodological perspectives. In this class we learned that there are not ready-set frameworks for policy analysis, but rather that these have to be constructed according to the issues that emerge as policies are conceptualized and implemented to fit local contexts and needs. The book pays particular attention to the contexts of policy, including the evolving conceptualization of global and local systems of governance, knowledge regimes, and policy spaces

1 Current research on human rights education globally.- 2 A review of human rights education in higher education.- 3 Insights from students on human rights education in India, South Africa, Sweden and the United States.- 4 The state of HRE in higher education worldwide.- 5 Human rights education as a link to the counterbalance strategy of the Sanctuary Cities against federal immigration programs in the USA.- 6 The promises and challenges of human rights cities.- 7 HRE in the era of global aging: The human rights of older persons in contemporary Europe.- 8 Human rights as an instrument of social cohesion in South Asia.- 9 Evaluating research on human rights education globally.

This book provides an innovative and thought-provoking analysis of the policy of integrazione scolastica from an inclusive perspective. Drawing on historical and empirical research methods the book arises out of an ethnographic study, which investigates the extent to which the policy of integrazione scolastica can be considered an inclusive policy. The author poses two fundamental questions: why are there episodes of micro-exclusion and discrimination against disabled pupils still taking place in regular schools after more than 30 years have passed since the enactment of such a progressive policy? Can the policy of integration lead to the development of inclusion in Italy? The research findings presented in the book indicate that exclusion and discrimination towards disabled pupils in education do not result from a lack of implementation of the policy at a school level, rather from the perpetuation of dominant discourses, which construct disability as an individual deficit. The book does not deny the progress made in the country following the application of this anti-discriminatory policy; rather it challenges the hegemonic abilist culture and the traditional perspectives of disability and schooling that undermine the development of inclusive education. After having investigated the theoretical premises of the policy of integration, the author argues that this progressive policy is still rooted in a special needs education paradigm and that what was once a liberating policy has been transformed into a hegemonic tool which still manages, controls and normalizes disability leaving school settings and teaching and learning routines unchanged. She finally argues for a human rights approach for the development of an inclusive school for the 21st century

Intro -- Contents -- Acknowledgments -- Introduction. Do We Need a Common Core? -- 1. Arguments for National Education Standards -- 2. Arguments against National Education Standards -- 3. English Standards, Close Reading, and Testing -- 4. Math Standards, Understanding, and College and Career Readiness -- 5. Science Standards, Scientific Unity, and the Problem of Sustainability -- 6. History Standards, American Identity, and the Politics of Storytelling -- 7. Sexuality Standards, Gender Identity, and Religious Minorities -- Conclusion. Democracy, Education Standards, and Local Control -- Epilogue. Democracy and the Test Refusal Movement -- Notes -- References -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- R -- S -- T -- U -- V -- W -- Z -- About the Author

Cooperation and collaboration at the regional level appears to be at an unprecedented high, yet there are still substantial disparities across national levels in education, political, and economic sectors. Authors explain at what scale policy decisions are taken within the policy environment and who has the authoritative allocation of values.

Vols. for 1849/50, 1879/80-1886/88 in Michigan. Legislature. Joint documents. ; Report year irregular: ends Sept. 30, 18 ; Dec. 31, 19 ; Mode of access: Internet. ; Vols. for issued also in Michigan. Legislature. Joint documents.

The inclusive education is viewed as educational processes that includes all learners and meet the need of their involvement through a growing participation in learning, cultural and community life. It also has the goal of reducing the number of those excluded from ordinary schools or education system. It involves changing and adapting content, approaches, structures and strategies to educate all children in the same schools and classroom. Indeed, the Democratic Republic of the Congo (RD Congo) does not have the explicit legal foundation, financial, material, technological and humane resources for an "inclusive education", the Handicap International (HI) has come to the rescue. In 2009, the first experience of the pilot project was aimed at enrolling masivelly children living with disabilities in ordinary schools. In addition, Handicap International participates in the Working group set up by the government to renovate the country's education system towards an inclusive system. For the 2010-2011 school year, 1069 children living with disabilities were enrolled in the 14 schools targeted by this project, an increase of almost 30% compared to 2009. This study makes the state of inclusive education in the DRC by highlighting the challenges and perspectives in the Congolese context.

This report provides policymakers and administrators in state departments of education and local education agencies, personnel developers in institutions of higher education, professional organizations representing different disciplines, and unions and other stakeholders with information they can build on to address issues and practices surrounding the deployment, training/education, and supervision of paraeducators. The introduction outlines federal legislation and other factors that have led to a surge in paraeducator employment. The main body of the report provides information on the current state of the art with regard to paraeducators' roles and responsibilities; demographics and deployment; and employment, training and supervision (standards and infrastructures for improving paraeducators' on-the-job performance and career development). The conclusion outlines policy and systemic issues that require the collective attention of state departments of education and local education agencies. Three appendices conclude the report: (1) State Guidelines/Regulatory Procedures for the Employment and Training of Paraeducators; (2) Kansas, Maine, and Georgia Permit Systems and Utah Standards for Paraeducator Roles, Supervision, and Training; and (3) a checklist of paraeducator competencies. (Contains 30 references.) (ND)

'Liberal States, Authoritarian Families' sheds new light on longstanding questions in educational and political philosophy about the relationship between parents and children in a liberal state. Contemporary theorists argue that the family should be democratized to reflect the egalitarian ideals of the liberal state, but Koganzon argues that this desire for 'congruence' between familial and state authority was originally illiberal in origin, advanced by theorists of absolute sovereignty like Bodin and Hobbes.