Suchergebnisse

Specifics of the No Child Left Behind Act of 2001 compel at least one assessment to be given in high school, but it remains the duty of each state to decide how and when to administer that and other standardized assessments. Some states have chosen to require proficient performance on standardized tests in order to receive a high school diploma, and such a policy is more commonly known as an exit examination. In this project I address the following question: under which forms of state education governance do states choose to adopt a standardized high school exit exam? In this research I explore both how the bureaucratic structure of state education governance and the role of partisan politics may impact the creation and establishment of education policy. Results reveal that centralized governance has a negligible impact on exit examination policy but partisan control - specifically Democratic partisan control - is strongly correlated with the presence of exit examination policy. Implications and further applications of this research are discussed in the concluding section of the paper.

Specifics of the No Child Left Behind Act of 2001 compel at least one assessment to be given in high school, but it remains the duty of each state to decide how and when to administer that and other standardized assessments. Some states have chosen to require proficient performance on standardized tests in order to receive a high school diploma, and such a policy is more commonly known as an exit examination. In this project I address the following question: under which forms of state education governance do states choose to adopt a standardized high school exit exam? In this research I explore both how the bureaucratic structure of state education governance and the role of partisan politics may impact the creation and establishment of education policy. Results reveal that centralized governance has a negligible impact on exit examination policy but partisan control - specifically Democratic partisan control - is strongly correlated with the presence of exit examination policy. Implications and further applications of this research are discussed in the concluding section of the paper.

In United States v. Virginia, the Supreme Court held that courts must invalidate sex-based classifications that "create or perpetuate the legal, social and economic inferiority of women." This contribution to equal protection jurisprudence, however, leaves unclear when single-sex higher education remains constitutional. This article argues that the Court has been preoccupied with legislative motive in this area. A capability approach, which assesses well-being and identifies individual advantage by reference to an account of what a person is able to do or be, might better help courts determine when there is an "exceedingly persuasive justification" for a sex-based classification.

The devlopment and growth of a nation's educational system is closely tied to its culture, values and perceptions of the world. While borrowing can be helpful and useful, a careful analysis should be made of what can be effectively transplanted and what cannot. This issue has surfaced most recently in the nations examining their educational system with the prospect of reform, notably the United States and Japan. (SJO)

Introduction In the Shadow of Coal; Robin Simmons and Katherine Simpson -- Chapter 1 Contextualising the Coalfields: Mapping the Socio-Economic and Cultural Loss of the Coal Industry; Tim Strangleman -- Chapter 2 A Conflictual Legacy: Being a Coal Miner's Daughter -- Chapter 3 Education, Ghosts and Deindustrialisation: Attuning to Legacies of Resistance and Collectivity in the Hidden Curriculum -- Chapter 4 Growing up in the interregnum: accounts from the South Yorkshire coalfield -- Chapter 5 Working Down the Pit: Historical and Cultural Perspectives on Coal Mining in Britain and the Implications for Contemporary Society and Politics -- Chapter 6 Are we expecting too much? Aspirations and Expectations of Girls Living in an Ex-Mining Community -- Chapter 7 School Legacies in the Former Coalfields: Education, Deindustrialisation and Collective Remembering -- Chapter 8 "A brewing, a world stirring": A 'Ghost Lab' Approach to the Social Haunting of the UK Coalfields; Geoff Bright -- 9 Conclusion Reimagining Education and Work in the Former Coalfields.

The policy development of teacher ethics development since reform and opening-up in China -- Shaping the "School-family- society" cooperative education system in China -- The Teachers' teaching ability promotion policy in China -- Promoting the balanced development of compulsory education in China -- Promoting the integrated development of urban and rural education in China -- Promoting the universal development of preschool education in China -- Establishing Special Education Guarantee System and Mechanism in China -- Promoting the diversified development of high school in China -- Improving the quality of vocational and technical education in China -- Constructing First-Class University and First-Class Discipline Classified -- Improving the education quality in minority areas since reform and opening up in China -- Supporting and standardizing the development of private education policy in China -- Standardizing the development of off-campus training institutions in China -- Improving the quality of online education in China.

This volume presents the major outcomes of the third edition of the Future of Higher Education – Bologna Process Researchers Conference (FOHE-BPRC 3) which was held on 27-29 November 2017. It acknowledges the importance of a continued dialogue between researchers and decision-makers and benefits from the experience already acquired, this way enabling the higher education community to bring its input into the 2018-2020 European Higher Education Area (EHEA) priorities. The Future of Higher Education – Bologna Process Researchers Conference (FOHE-BPRC) has already established itself as a landmark in the European higher education environment. The two previous editions (17-19 October 2011, 24-26 November 2014), with approximately 200 European and international participants each, covering more than 50 countries each, were organized prior to the Ministerial Conferences, thus encouraging a consistent dialogue between researchers and policy makers. The main conclusions of the FOHE Conferences were presented at the EHEA Ministerial Conferences (2012 and 2015), in order to make the voice of researchers better heard by European policy and decision makers. This volume is dedicated to continuing the collection of evidence and research-based policymaking and further narrowing the gap between policy and research within the EHEA and broader global contexts. It aims to identify the research areas that require more attention prior to the anniversary 2020 EHEA Ministerial Conference, with an emphasis on the new issues on rise in the academic and educational community. This book gives a platform for discussion on key issues between researchers, various direct higher education actors, decision-makers, and the wider public. This book is published under an open access CC BY license.

Among the many writings of Professor W.O. Lester Smith is a book called 'To Whom do Schools belong?' (Blackwell, 1945). This seminal work reviews the development of schools in England in relation to their foundation. It examines the individuals, groups and movements which influenced the growth of establishments, and offers some material to consider the fundamental question of who controls education. This major topic has been discussed often enough, and it is not proposed to re-examine it here. It is an educational truism that schools are a function of the society they serve. It is almost axiomatic that in a dictatorship the schools are planned by the dictator, and in a democracy they are organised on democratic lines. The young eskimo learnt in the school of experience and bitter cold: the Australian aboriginal in that of the tribe and tropical heat. ; N/A

This policy analysis provides descriptive information about Native American youth populations, explores their educational challenges, reviews currently enacted state and federal policies designed to address their needs, and provides policy considerations for state governments. ; Education Commission of the States

Published also as Catholic University of America, Educational research monographs, vol. VI, no. 1. ; Vita. ; Thesis (PH. D.)--Catholic University of America, 1931. ; Bibliography: p. 151-153. ; Mode of access: Internet.