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1.
To what extent have state departments of education developed policies for testing limited English proficiency students with standardized achievement tests? What are some of the relationships between the development of these testing policies and the establishment of bilingual education in the states? What work still lies ahead in standardized achievement testing of limited English proficient students? 相似文献
2.
Research in Higher Education - Do state government policies and institutions promote access to postsecondary education by economically disadvantaged students? I analyze the number of state... 相似文献
3.
Bolette Moldenhawer 《Globalisation, Societies & Education》2013,11(3):398-420
This article addresses two questions. First, how does a state, in casu the Danish welfare state, based on universalism and social rights as regards its citizens, deal with immigrants and their descendants through education? Second, how does such a state manage to make its differential treatment of human beings work legitimately, that is, what arguments, what interventions and moralisations, are used through the workings of school education? The article carries out an analysis of policies since the 1980s and depicts the construction of ‘the stranger’ parallel to an analysis of the state crafting processes that go on in terms of professional educational interventions in Højmarken School, a school placed in an urban poor area. 相似文献
4.
尽管新中国的意识形态一再强调社会各阶层社会政治地位的平等性,但事实上农民在中国社会阶级阶层结构中的地位总体上是比较低的.农民作为中国革命取得胜利的最主要的依靠力量,为什么社会政治地位现在会处于偏低状态呢?国家政策的偏向和农民自身利益表达的不足是造成效一状态的两个主要原因. 相似文献
5.
Michael R. Ford 《Journal of School Choice》2015,9(4):529-550
The popular narrative of Wisconsin’s collective bargaining battle started out being about money. Should public employees pay more toward their healthcare? Can school districts offset state aid cuts using the additional revenue from employee healthcare contributions? Does collective bargaining have a cost? This article gives an overview of Wisconsin school boards, explains exactly how Act 10 increased their power, demonstrates why and how improved school board governance can have an impact on student achievement, reviews the changes Wisconsin school boards are making because of Act 10, and provides policy recommendations to improve both board governance behaviors, and the quality of policies enacted by school boards in the postcollective bargaining era. 相似文献
6.
Christina Hajisoteriou 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):451-467
Background:?In the context of Cyprus’ accession to the European Union (2004) and a noteworthy increase in immigration towards Cyprus, the Cypriot state was called upon to build more complete and coherent policies addressing culturally diverse educational settings. Cypriot education has historically enforced the nation-building project. However, since its accession negotiations to the EU, Cyprus received calls for harmonising its intercultural education to European standards. Purpose:?This study aims to examine the content of intercultural policies in Cyprus, which have been initiated and/or developed by the national state and particularly the Ministry of Education and Culture. Furthermore, it explores the ways in which Cypriot policies are shaped by European influences, and the implications of this process for national constructs of intercultural education. Sources of evidence:?We collected a purposive selection of thirty policy documents regarding intercultural education that were produced by the Ministry of Education and Culture in Cyprus. In addition, six Cypriot policy-makers working in the MEC's departments were interviewee participants. They were selected purposively according to the level of their involvement in the development of Cypriot intercultural policy. Design and methods:?Data were coded to identify groups of concepts, issues, perceptions and behaviours and interrelationships within a theoretical model. Data triangulation contributed to the development of thematic categories that emerged from the data. Results:?The analysis of the documentary evidence in this study suggests that the language of European policy has imbued the Cypriot socio-political environment with inclusive discourses enhancing intercultural education. Analysis in this study identifies that the Cypriot Ministry of Education and Culture maintains an assimilationist orientation in its broader educational goals, despite adopting such (inclusive) discourses. Conclusions:?This study argues on the basis of this evidence that Cypriot intercultural policy appears symbolic, indicating ‘simulated’ development and implementation processes. Arguably, there remains a high degree of ambivalence towards the process of transformation needed to Europeanise intercultural policy in Cyprus. 相似文献
7.
AbstractThis study sought to determine if human papillomavirus (HPV) vaccination rates are associated with teaching requirements for abstinence in state sex education laws and policies. A cross-sectional analysis was conducted assessing the association between abstinence education legislation and HPV vaccination rates in adolescents (aged 13–17?years). After adjustment for insurance coverage and household income, the level of abstinence education was not significantly associated with vaccination rates. However, a higher percentage of individuals uninsured was significantly and negatively associated with the vaccination rate. This suggests that HPV vaccination rates are associated with insurance coverage, but not with the degree to which sex education laws or policies emphasize abstinence. 相似文献
8.
JOHN AITCHISON 《International Journal of Lifelong Education》2013,32(6):517-544
The new South Africa has formally embraced the concept of ‘lifelong learning’ in its education and training policies. But what is the concept of ‘lifelong learning’ that has informed these policies and what progress has there been in implementing them? Have these new policies brought significant changes to education and training for adults? 相似文献
9.
武玉红 《上海师范大学学报(哲学社会科学版)》2004,33(6):46-51
刑事政策,是国家政权机构创制而由国家与社会多重力量加以实践,针对犯罪和相关行为及其行为人,由法律和社会诸多手段协调组成的,旨在控制犯罪,维持社会治安的策略与方案的系统。刑事政策的价值目标应当是控制犯罪。刑事政策的决策主体只能是国家政权力量,但是,刑事政策的执行并不排斥甚至需要社会团体乃至公民个人的协同配合。刑事政策的客体,不仅针对行为,而且针对有关行为人。 相似文献
10.
Jerry J. Wilson James Sadler Noah Cohen-Vogel Connor Willis 《Peabody Journal of Education》2019,94(1):48-62
Across the country, states are considering policies that support civic learning among youth. Recent initiatives at the state level have changed graduation requirements and state assessments around high school civics. These initiatives can be grouped into three types: coursework, assessments, and accountability. The first type, coursework, refers to whether a state’s graduation requirements include a course in civics. The second, assessments, encompasses state requirements that students be assessed on civics or citizenship education. The third type, accountability, refers to whether a state’s accountability system includes state assessments in civics or citizenship education. The purpose of this study is threefold: (1) to describe state policies in civics education and the variation in them among the American states, (2) to document the changes in state policies between 2004 and 2016, and (3) to help unpack the reasons behind changes to civics education policy among the American states. We find considerable variation in civics education policies across states, as well as substantial changes within states over time. Using event history analysis, we exploit the variation to examine the extent to which political, economic, and demographic factors inside a state as well as the actions of neighboring or regional states condition adoption of assessment policies. We find evidence that the proportion of Hispanic and black populations in a state are positively associated with adoption and discuss implications and areas for future research. 相似文献
11.
《Educational Assessment》2013,18(3):213-255
State assessment policies define the context for local school districts to identify language minority students who need language-based instructional services and to follow the performance of these students in school. This survey of state education agencies (SEAs) in the eastern half of the United States addressed two questions: What assessment policies are states using to identify and reclassify English language learning (ELL) students from special language programs, and what assessment policies are states using to determine the participation of ELL students in statewide testing programs? Results indicated that fewer than one third of the SEAs required assessment for identification or placement of ELL students through state law or policy, leaving most of the states without procedures that would prevent mislabeling and inaccurate student counts. Almost half the states required a minimum score on a statewide test for students to be eligible for a high school diploma, yet less than one fifth of these had some kind of alternative plan for students not obtaining the minimum score. Recommendations offered to states for designing accurate and equitable assessment practices for language minority students are (a) use uniform requirements for identification and reclassification, (b) monitor district-level assessment practices, (c) select ELL students for inclusion in statewide testing based on English language proficiency, (d) use statewide testing programs to monitor the progress of former ELL students, (e) use multiple assessment procedures in statewide testing, and (f) provide alternative procedures for ELL students to meet stare test requirements for high school graduation. 相似文献
12.
As a follow‐up to a previous article in which Baker and Friedman‐Nimz (2002a) recommended that gifted education advocates should focus on improving state funding of gifted education, this article provides an overview of state school finance policies for gifted education and frameworks for evaluating those policies. The frameworks are then applied for evaluating state school finance policies as of 1998–99 and state aid allocated to local districts for gifted education in 2000. In that year, only Florida provided both sufficient and equitable support for gifted education, assuming general education conditions to be adequate as well as equitable in that state. Gifted education funding in Virginia, while less adequate than supplemental funding in Florida, continues to be a model of equitable distribution. 相似文献
13.
Kate Phillippo 《The Urban Review》2012,44(4):441-467
Urban school districts have increasingly enacted policies of personalism, such as converting large schools into smaller schools. Such policies ask teachers to develop supportive, individual relationships with students as a presumed lever for student achievement. Research on student?Cteacher relationships generally supports policies of personalism. Much of this literature also considers these relationships?? sociocultural dimensions, and so leads to questions about how low-income youth and youth of color might respond to teacher efforts to develop closer relationships with them. This qualitative study, conducted over 1?year with 34 youth at 3 small, urban high schools, explores how youth from nondominant groups responded to teacher personalism. Data show that teacher practices consistent with culturally-responsive pedagogy and relational trust literature do promote student?Cteacher relationships. However, tensions arose when participants perceived that teacher personalism threatened their privacy or agency. Sociocultural and institutional contexts contributed to these tensions, as participants navigated personalism amidst experiences that constrained their trust in schools. A staged model of student?Cteacher relationships integrates these findings and extends current thinking about culturally-responsive personalism. These findings inform implications for teacher practice and policies of personalism. 相似文献
14.
Akito Okada 《Compare》1999,29(2):171-189
This paper aims to throw light on the evolution and historical transformation of the concept of equality of opportunity as applied to educational policies in Japan from the end of World War II to the present day. It analyses the Central Council for Education's (CCE) reform proposals in the 1990s, and places them in the context of developing the concept of equality of educational opportunity in the years since 1945, when the post‐war education system was established in Japan. More specifically it addresses the following questions: What kinds of equality of educational opportunity have the central administrative bodies (Monbusho or the CCE), the political parties and teachers aimed to achieve since the war? How have they applied equality of opportunity to educational policies? What kinds of criteria are used by them to measure equality of educational opportunity? To do so, it looks in detail at the main agenda in relation to the issue of equal opportunity in the reports by the CCE on both the state of education in the 1990s, and its transformation during the five decades since the war. To trace the historical transformation of the concept of equality of educational opportunity, this article selects two major explanatory models—egalitarianism and meritocracy. Although there is widespread agreement that equality of opportunity is a requirement of a just society in Japan, there is also widespread disagreement about just what this requirement amounts to and how it is to be balanced against other requirements such as ‘meritocracy’. 相似文献
15.
The purpose of this study is to provide an overview of the Korean government’s policies for building world class universities (WCUs) and their implications for Korean higher education institutions. Primarily through an extensive literature review, but also through a discussion of field interviews and the experiences of one of the authors as a public official in education policy making, this study examines the Korean government’s policies to establish WCUs, as well as the outcomes and consequences of these policies. Using the framework suggested by Salmi (The challenge of establishing world-class universities. The World Bank, Washington, DC, 2009), the study seeks to answer the following research questions: (a) What policies has the Korean government implemented to build WCUs since the late 1990s? (b) How has the government’s quest to build WCUs transformed the Korean higher education system? Specifically, how have HEIs in Korea responded to the policies implemented? (c) What issues and challenges has the Korean higher education system confronted in its quest to build WCUs? 相似文献
16.
于凯 《华东师范大学学报(哲学社会科学版)》2000,32(4):11-18
战国农业政策是在当时各国面临严峻的“耕”“战”压力下,为达到“富国强兵”的政治目标而推行的以国家授田制及其配套措施为内容的制度革新措施,它不仅造就了广泛的个体小农生产阶层,还确定了国家在农业生产过程中的政策制定、农业行政管理、农业生产组织及个体小农保护的身份,由此确立了国家政权和个体小农之间的共生互动关系,对战国社会变革和中国古代社会生产结构的演进有着重大深远的意义。 相似文献
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18.
William A. Firestone Jan Winter John Fitz 《Assessment in Education: Principles, Policy & Practice》2000,7(1):13-37
Recently, the state has used testing more extensively to influence instructional practice. But how much do assessments actually influence practice? To explore this issue, we observed middle-grade mathematics teachers in England and Wales with their highly aligned curriculum and assessment system and two US states with performance-based assessment systems promoting more thoughtful instruction. Maryland's tests had higher stakes attached to them than Maine's. Our observations suggest that testing policies can influence the content taught and promote certain kinds of teaching to the test but that basic instructional practices, like the kind of explanation teachers offer to students and the intellectual challenge of the work, are more difficult to influence. We suggest three hypotheses for the apparent stability in underlying teaching practice. First, some testing policies do not challenge those practices. Second, assessments that do challenge current practice may not be accompanied by adequate professional development to help teachers change practice. Finally, teachers' knowledge and beliefs about teaching mathematics are so deeply embedded that they are difficult to influence. 相似文献
19.
Thomas Perkins Diana Doyle Jane Wisniewski Sarah Kaiser Lynn Vosler Judith Amoo 《Community College Journal of Research & Practice》2013,37(6):537-539
Retrenchment practices in the 1980s represented a new challenge to institutions of higher education. The literature encompassing higher education within the past 10 years has revealed limited information concerning retrenchment policies in public community colleges in Texas. This study investigated the presence or absence of retrenchment policies and their relation to fluctuations in enrollment and state funding. All 49 public community‐junior college districts in the state of Texas were included in the study. Twenty (41%) of these community colleges had a retrenchment policy. This study indicated that administrative decisions regarding the development and adoption of retrenchment policies are based on state revenue declines as opposed to enrollment fluctuations. 相似文献
20.
Lauren B. Resnick 《Educational Measurement》2006,25(1):33-37
Standards-based education has now reached a stage where it is possible to evaluate its overall effectiveness. Several earlier papers in the special issue of Educational Measurement: Issues and Practice on "Test Scores and State Accountability" (Volume 24, Number 4) examined specific state policies and their effects on schools and students. This paper provides a context for understanding state accountability policies by briefly sketching the history of America's standards movement. It then situates the findings of the four special issue papers in the context of theories of how state policies exert their influence, focusing on school capacity building, governmental authority, and educator motivation. Broader forms of assessment may be needed to meet the goals of the standards effort. Several kinds of evidence that could better ground state decisions in knowledge of the actual functioning of schools and districts are suggested. 相似文献