Suchergebnisse

It has been argued that the workload of teachers has increased in recent decades and one reason for this has been the increased expectation of them to engage in administration tasks. The development of school policy is sometimes an expectation for teachers and school leaders and this can be problematic under tight time constraints and a lack of expertise in the relevant area in which teachers have been asked to create policy. This introductory chapter will provide a clear rationale for the use of policies in schools, outline a need for schools to be equipped with ready-made policies and plan effectively for implementation. Most teachers would agree that a policy is only effective if people implement it. This chapter will guide readers to consider: How will information about school policy be disseminated? How will key stakeholders be identified and how will they become actively involved in decisions? What will the timeline for policy implementation look like and when can evaluation, feedback, monitoring or follow up occur? Is the concerned policy feasible? Does it match the skills and willingness of implementers? Is it appropriate for the available resources? Do staff need short-term or long-term professional development or training, and do they understand the importance of policy for themselves and students? This chapter will also draw from best practices related to implementation.

Using a sociopolitical perspective to understand the alignment of community values and school policies, we conducted focus groups in three geographically close but economically varied neighborhood in one Midwest urban area. The article presents findings related to constituent values, social capital, and school policies, including charter school policy, NCLB, and busing.

This book investigates the international school policy reform in China from various perspectives. In recent years, international schools, international classes, international departments, and various international education projects have emerged in the field of education in China. This book explores and analyzes the idea of international schools, and discusses different aspects of the conceptual model of international education policy development in China, including international school policy, student cultivation, teacher cultivation, school management, curriculum, and quality assessment of international schools. In addition, this book offers a comprehensive, systematic, and practical perspective on shaping Chinas international school policy development and management. This book serves as a guide for scholars and researchers who are interested, and work in, research on internationalization development in China, administrators, and stakeholders in China's education system, and graduate students who major or minor in the field of internationalization development in China.

Authors of a book analysing four decades of education policies highlight the negative impact reforms had on disadvantaged learners

The international school policy development in China -- International school student cultivation g in China -- The teacher cultivation of international schools in China -- International school management in China -- International school curriculum in China -- Quality assessment of international schools in China.

Many Bolsheviks heralded the October Revolution of 1917 as the beginning of a new era in history; by 1921, however, much of this optimism had disappeared. Civil war, peasant rebellion, empty factories, closed schools, strikes in the industrial establishments that had survived, and the Kronstadt Revolt made many party members weary and cynical. A few, however, stubbornly adhered to an untarnished vision of a grand future. They could be found especially among those officials responsible for primary and secondary schools at the Commissariat of Enlightenment (Narkompros). Anatolii V. Lunacharskii, commissar of enlightenment from 1917 to 1929; Nadezhda K. Krupskaia, his chief assistant for school policy; and their colleagues still believed that they possessed the means to reshape not only the schools but also human behavior and society. While the party engineered a calculated retreat with the New Economic Policy (NEP) and the state slashed the educational budget, Narkompros remained determined to challenge the present and storm the future. It did so by launching a program of sweeping changes in the content and methods of school instruction. With a faith it hoped was infectious, Narkompros assumed that teachers would follow its lead. It would not be so simple.

This article draws on research focusing on implementation of local charter school policy in the United States. Since Colorado passed charter school law in 1993, charter school policy has spread very fast and many charter schools have been operating across Colorado. However, there is the variation in the implementation of each school district's state charter school policy. Some school districts implement the state's charter school law very actively through providing their students with charter school services while other school districts do not. The primary research question of the study is to examine why the uneven implementation of charter school policy emerges among Colorado's school districts. The statistical results reveal that the policy network factor is the most persuasive evidence in answering the research question.

Political science has not developed a strong sub-field in the politics of education. Three recent works on education policy under New Labour suggest strategies for applying insights drawn from the discipline of political science to the study of the field of education. One strand of existing scholarship on education policy and politics has emphasised the neoliberal, market elements of New Labour schools policy. This review article makes the case for a more nuanced account that disaggregates both state and market, and endorses the microlevel studies of changes in education governance undertaken by the works under review.

Two proposed U.S. federal laws would provide explicit protection for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students in public schools. These federal laws follow actions by many states and school districts to define and implement laws or policies to protect the safety of LGBTQ students in schools. Research during the past decade has shown that LGBTQ youth are a vulnerable population, and that the negative school experiences of LGBTQ students often contribute to their vulnerability. This Social Policy Report reviews research relevant to these federal, state, and local laws and policies. Research on sexual orientation/identity development is reviewed, with attention to the growing numbers of youth that "come out" or disclose their LGBTQ identities to others during their school‐age years. Schools are often hostile environments for LGBTQ students; this evidence is considered along with research on the consequences for compromised achievement and emotional and behavioral health. We then review strategies in education policy and practice that are associated with well‐being for LGBTQ (and all) students.