Handbook of Educational Policy
Regular price
39.750 KD
inc. VAT
Couldn't load pickup availability
Table of contents
- Contentsv
- Contributorsxix
- Prefacexxi
- Part I: Foundational Issues in American Educational Policy1
- Chapter 1. Whose Schools Are These and What Are They for? The Role of the Rule of Law in Defining Ed3
- A Historical Introduction to U.S. Educational Law and Policy4
- Education Policy and the Role of Law5
- Legal Issues in Elementary and Secondary Education: Current Concerns7
- The Future Role of the Rule of Law25
- References26
- Chapter 2. The Finance of American Public Education: Challenges of Equity, Adequacy, and Efficiency31
- The State’s Role in Funding Education32
- Who Pays for Education?42
- Linking Education Finance and Education Reform45
- Where Should Spending Authority Reside?47
- Summary49
- References50
- Chapter 3. Infusing Educational Decision Making with Research53
- The Influence of Research on Policy54
- The Influence of Research on Teaching Practice59
- The Influence of Policy on Research69
- Summary and Conclusion74
- References76
- Chapter 4. The Role of Philosophy in Educational Reforms: Never The Twain Shall Meet?81
- Why Philosophy?82
- A Historical Primer82
- Constructivism and Education90
- Educators, Philosophy, and Educational Policy95
- References96
- Part II: Local, State, National, and International Perspectives99
- Chapter 5. Evolution of Educational Reform in Maryland: Using Data to Drive State Policy and Local R101
- History of Maryland’s School Reform Efforts102
- Local Use of Data from the Maryland School Performance Program111
- Issues in Data Use and Interpretation121
- Some Speculations about the Future of Data-Based Decision Making122
- Conclusion125
- References126
- Chapter 6. Michigan: The State of Education Reform129
- The Crises Leading to the 1993 Reform130
- The Pivotal Year: 1993138
- 1994–1997142
- Directions of Future Reform144
- On Washington’s Role in K–12 Education146
- Conclusion148
- References149
- Chapter 7. Standards Initiatives and American Educational Reform151
- The Promise of Standards-Based Reform152
- Recent Standards-Based Reforms at the State and National Levels154
- Perils and Pitfalls of Standards-Based Reform161
- Work Needed on Content Standards164
- Role of Assessment in Standards-Based Reform165
- Status of Assessment Efforts at the State and National Levels168
- National Efforts at Joint Development174
- Prognosis for Standards-Based Reform for Effective School Improvement178
- References180
- Chapter 8. Moving Toward an Accountable System of K–12 Education: Alternative Approaches and Chall183
- Accountability as a Governance Value184
- Accountability as a Reform Impulse186
- Conclusion207
- References210
- Chapter 9. The Role of The National Assessment of Educational Progress (NAEP) in Setting, Reflecting213
- Background214
- Early NAEP, 1969–1982214
- NAEP’s Redesign for the 1980s216
- Policy Shifts in NAEP under the Governing Board221
- NAEP’s Redesign for the Future231
- The Voluntary National Test241
- Summary247
- References247
- Chapter 10. Education Policy in the United States and Abroad: What We Can Learn from Each Other251
- Learning from Each Other252
- Conducting Cross-Cultural Studies254
- Applying Results258
- Contributions from the United States261
- Recent Research262
- Conclusions267
- References269
- Part III: Intersections of Theory, Policy, Politics, and Practice271
- Chapter 11. Policy and Practical Implications of Theoretical Innovations in Education273
- An Educational Dilemma274
- The Impact of Expectations276
- Cognitive Mediation and Our Emotions277
- Rising Expectations„How and Why?279
- Innovation and Change: Impact on Children285
- The Quest for Relevance and Rising Expectations289
- Discussion and Recommendations291
- References294
- Chapter 12. Political Institutions and Educational Policy297
- Education as a Major Governmental Function298
- Development of Educational Policy in U.S. Federalism299
- Political and Policy Differences among States307
- Local Control and Governance Reform309
- Conclusion322
- References323
- Chapter 13. Success for All: Policy Consequences of Replicable Schoolwide Reform325
- Models of Reform326
- Research on Success for All and Roots and Wings335
- Policy Implications of Success for All340
- Conclusion347
- References347
- Chapter 14. The Impact of the Teachers’ Unions on Educational Policy and Outcomes351
- Why Teacher Unionism Is Unique351
- The Teacher Unions: Historical Origins352
- The Teachers’ Unions: Their Education in Collective Bargaining354
- The Projected NEA-AFT and the Future of Labor Organization364
- The Philosophy of the Projected NEA-AFT365
- Conclusions366
- References371
- Chapter 15. The Pendulum Revisited: Faddism in Education and Its Alternatives373
- The Pendulum in Practice375
- Anatomy of the Pendulum377
- Stop the Pendulum, I Want to Get off381
- Demanding Top-Quality Evaluations382
- Evaluating New Programs383
- Governmental Support for Programs Evaluation and Dissemination of Findings383
- Concentrating Resources on Effective Programs384
- Switching to a Fad-Free Diet385
- References385
- Chapter 16. The Role of Technology in Education: Reality, Pitfalls, and Potential387
- Introduction387
- Teachers, Technology, and Learning388
- Educational Uses of Software and Networks398
- Adoption Issues402
- The Technology in Education Adoption Model for Professional Development404
- Barriers to Adoption405
- Safe Use of Networks407
- Recommendations409
- References414
- Part IV: Methodological Advances for Educational Policy Analysis417
- Chapter 17. Meta-Analytic Effects for Policy419
- Effect Sizes419
- Overview420
- Basis of the Estimates421
- Educational Effect Estimates422
- Conclusion450
- References452
- Chapter 18. Mixed-Method Research: Introduction and Application455
- Introduction455
- The Language and Rhetoric of Mixed-Method Research456
- A Brief History of Mixed-Method Research457
- Basic Procedures in Designing and Composing a Mixed-Method Study459
- Applying the Steps of a Mixed-Method Study465
- Conclusion470
- References470
- Chapter 19. Basic Concepts in Hierarchical Linear Modeling with Applications for Policy Analysis473
- Introduction473
- Criteria for Successful Monitoring476
- National Level Analyses of Interprovincial Differences478
- Provincial and District-Level Analyses to Estimate Adjusted Levels and Gradients483
- Provincial and District-Level Analyses That Examine Schooling Processes488
- Policy Implications491
- References492
- Part V: American Educational Policy Making: Past and Futurexvi
- Chapter 20. American Educational Policy: Constructing Crises and Crafting Solutions497
- What Is a Crisis?498
- Education in Crisis498
- Crisis Ownership and the Politics of Educational Policy Making508
- Conclusions and Conjectures about Crises in Education511
- References515
- Chapter 21. Educational Policy Analysis: The Treads Behind, the Trends Ahead521
- Policy Making That Made a Difference523
- Policy Making Tipped over into Politics527
- Policy Making to Watch529
- References531
- Resources533
- Biographical Statements545
- Index557
The Handbook of Educational Policy provides a comprehensive overview of policy questions in education reform at local, state, and national levels. The book raises controversial questions, such as who really benefits from educational reform, and investigates issues of accountability, assessment, educational fads, technology in education, and other matters of educational policy. The book explores not only what education is, but what it can be and should be, providing a scholarly analysis of policy decisions as well as practical recommendations for parents, teachers, and policy-makers.
Key Features
* Provides informed discussion based on scholarly research
* Contains practical recommendations for parents, educators, and policy-makers
* Includes representation from local, state, and national levels
* Considers comparisons of United States practices to reforms abroad
* Addresses current issues and implications for the futures
Key Features
* Provides informed discussion based on scholarly research
* Contains practical recommendations for parents, educators, and policy-makers
* Includes representation from local, state, and national levels
* Considers comparisons of United States practices to reforms abroad
* Addresses current issues and implications for the futures