Products related to Policy:
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Keywords in Education Policy Research : A Conceptual Toolbox
The field of education policy research is a dense, crowded space owing to its complicated relationship to different intellectual histories and the influence of various ontologies or ‘turns’.To aid comprehension and clarity, this book describes the history, contribution and application of over 90 keywords in the field of education policy research.It is designed as a reference, learning and teaching tool to assist students, educators and researchers with:• complex learning and teaching;• wider and background reading and knowledge building;• critical scholarship and research;• interdisciplinary thinking and writing; and• theory development and application.
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Rethinking Education for Sustainable Development : Research, Policy and Practice
This book explores how education can be used as a tool to promote sustainability practices as the world faces huge challenges related to climate change and public health.The chapters consider all types of literacy approaches that fall under the umbrella of Education for Sustainable Development (ESD).These approaches include scientific literacy, ecological literacy, health literacy, education on climate change and climate resilience, environmental education and others linking education, global health, and the environment more broadly. “Education” is used in the widest sense to incorporate non-formal, informal and formal/school settings.This volume will help to bring these interconnected areas together and interrogate their research methods, assumptions, field-based application and their policy potential.Taking a critical approach to ESD, the book suggests new pedagogies, tools, and technologies to strengthen the way we educate about sustainability issues and go beyond the current thinking about ESD.The book includes a foreword by Jeffrey Sachs, Director of the Center for Sustainable Development at Columbia University, USA.
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Understanding Education Policy
From academisation and free schools to workforce retention and curriculum change, education policy is a complicated, constantly evolving topic that sits at the heart of any academic study of education. This book offers a critical contextual analysis of education policy and the political ideas that drive policy.It maps a careful journey across the recent policy landscape in England looking at major areas of the education system such as: the curriculum, SEND, pedagogy and the school workforce.Analysis is informed by assessing the real-world impact and implications of government initiatives and by taking into account key contextual issues.Case studies from educational settings, supported by study questions to prompt your thinking, examine how key policy ideas operate in practice. This is the ideal overview of education policy for anyone studying Education Studies degrees at undergraduate level, trainee teachers seeking a deeper understanding of how policy affects the schools they will work in, and Master’s students wanting a clear primer on the subject. Chris Rolph is Director of the Nottingham Institute of Education, Nottingham Trent University.
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Understanding Education Policy
From academisation and free schools to workforce retention and curriculum change, education policy is a complicated, constantly evolving topic that sits at the heart of any academic study of education. This book offers a critical contextual analysis of education policy and the political ideas that drive policy.It maps a careful journey across the recent policy landscape in England looking at major areas of the education system such as: the curriculum, SEND, pedagogy and the school workforce.Analysis is informed by assessing the real-world impact and implications of government initiatives and by taking into account key contextual issues.Case studies from educational settings, supported by study questions to prompt your thinking, examine how key policy ideas operate in practice. This is the ideal overview of education policy for anyone studying Education Studies degrees at undergraduate level, trainee teachers seeking a deeper understanding of how policy affects the schools they will work in, and Master’s students wanting a clear primer on the subject. Chris Rolph is Director of the Nottingham Institute of Education, Nottingham Trent University.
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Who is responsible for education policy?
Education policy is typically the responsibility of government officials at the local, state, and national levels. This includes elected officials such as school board members, state legislators, and members of Congress, as well as appointed officials within the executive branch. These policymakers are responsible for making decisions about curriculum standards, funding allocation, teacher certification, and other aspects of education policy. Additionally, education policy may also be influenced by input from educators, parents, and other stakeholders in the education system.
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When will education policy be centralized?
Education policy may be centralized when there is a need for uniformity and consistency across a country or region. This could be due to concerns about disparities in educational quality, resources, or outcomes. Centralization may also occur in response to political or economic factors, such as a desire for greater government control or efficiency in resource allocation. However, the decision to centralize education policy is complex and may be influenced by a variety of factors, including cultural, historical, and ideological considerations.
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What is the difference between process policy, structural policy, and order policy?
Process policy refers to the rules and procedures that govern how decisions are made and implemented within an organization. Structural policy, on the other hand, pertains to the framework and organization of the institution, including its hierarchy, departments, and reporting structure. Order policy focuses on the sequence and prioritization of tasks and activities within the organization, ensuring that work is carried out efficiently and effectively. Each type of policy plays a crucial role in shaping the overall functioning and success of an organization.
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What is the difference between process policy, structural policy, and regulatory policy?
Process policy refers to the rules and procedures that govern how tasks are carried out within an organization. Structural policy pertains to the overall design and organization of an institution, including its hierarchy, reporting relationships, and division of responsibilities. Regulatory policy, on the other hand, involves the establishment and enforcement of rules and standards by a governing body to ensure compliance and protect the public interest. Each type of policy serves a distinct purpose in guiding behavior and decision-making within an organization or society.
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Globalizing Education Policy
Rizvi and Lingard's account of the global politics of education is thoughtful, complex and compelling.It is the first really comprehensive discussion and analysis of global trends in education policy, their effects - structural and individual - and resistance to them.In the enormous body of writing on globalisation this book stands out and will become a basic text in education policy courses around the world. - Stephen J Ball, Karl Mannheim Professor of Sociology of Education, Institute of Education, University of London, UKIn what ways have the processes of globalization reshaped the educational policy terrain?How might we analyse education policies located within this new terrain, which is at once local, national, regional and global?In Globalizing Education Policy, the authors explore the key global drivers of policy change in education, and suggest that these do not operate in the same way in all nation-states.They examine the transformative effects of globalization on the discursive terrain within which educational policies are developed and enacted, arguing that this terrain is increasingly informed by a range of neo-liberal precepts which have fundamentally changed the ways in which we think about educational governance.They also suggest that whilst in some countries these precepts are resisted, to some extent, they have nonetheless become hegemonic, and provide an overview of some critical issues in educational policy to which this hegemonic view of globalization has given rise, including:devolution and decentralization new forms of governance the balance between public and private funding of education access and equity and the education of girls curriculum particularly with respect to the teaching of English language and technology pedagogies and high stakes testing and the global trade in education.These issues are explored within the context of major shifts in global processes and ideological discourses currently being experienced, and negotiated by all countries.The book also provides an approach to education policy analysis in an age of globalization and will be of interest to those studying globalization and education policy across the social sciences.
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Education Policy Unravelled
Education Policy Unravelled examines the nature of contemporary education policy, its purposes and political formation.This thoroughly revised edition charts the continuity of policy development along neo-liberal lines, taking a historical perspective broadly from the 19th century and towards the emerging position of the current Conservative government in the UK.This new edition now includes: - the developments in education policy which took place under the Coalition government administration between 2010-2015; - a brand new chapter on policy developments in early childhood education and care; - a brand new chapter on inclusive schools, special educational needs and disability; - new activities and illustrative case studies to challenge and inform students’ thinking and understanding around key policy issues; - discussion of new research and recent legislation to illuminate important and emergent issues in education. Written in an accessible style, this is an invaluable guide for engaging with education policy as it uses a variety of key elements of policy theory in order to support students through some of the complexities involved in contemporary policy analysis and critique.
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Intimate Accounts of Education Policy Research : The Practice of Methods
What do we actually do when we research education policy and governance?Why do we tame the messy hinterland of research into smooth accounts and what do we lose in the process?In this volume, distinguished scholars in education policy and governance research discuss how the practice of methods is messy, subjective, and provisional.They approach methodology as riddled with tensions, doubts, troubles, and mundane decisions.Scholarship in this book shifts from recording the methodological hinterland to putting it to productive use as resources for thinking about the researched world and about research itself.This methodological openness helps to examine how research reproduces scholars’ metaphysics, how research is a deeply embodied process encompassing all senses, how scholars’ concerns interfere in the worlds they study, but also how these equally interfere with researchers.By challenging smooth methodological accounts which conceal the complex and provisional nature of research, this book offers new approaches in education policy and governance research that are more generative, insightful, and sincere. Offering new ways of thinking about research methodologies, the book will be of great interest to researchers, academics, and post-graduate students in the fields of education research and education theory, as well as social scientists interested in research methodologies more broadly.
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Intimate Accounts of Education Policy Research : The Practice of Methods
What do we actually do when we research education policy and governance?Why do we tame the messy hinterland of research into smooth accounts and what do we lose in the process?In this volume, distinguished scholars in education policy and governance research discuss how the practice of methods is messy, subjective, and provisional.They approach methodology as riddled with tensions, doubts, troubles, and mundane decisions.Scholarship in this book shifts from recording the methodological hinterland to putting it to productive use as resources for thinking about the researched world and about research itself.This methodological openness helps to examine how research reproduces scholars’ metaphysics, how research is a deeply embodied process encompassing all senses, how scholars’ concerns interfere in the worlds they study, but also how these equally interfere with researchers.By challenging smooth methodological accounts which conceal the complex and provisional nature of research, this book offers new approaches in education policy and governance research that are more generative, insightful, and sincere. Offering new ways of thinking about research methodologies, the book will be of great interest to researchers, academics, and post-graduate students in the fields of education research and education theory, as well as social scientists interested in research methodologies more broadly.
Price: 38.99 £ | Shipping*: 0.00 £
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When will the media consider a neutral information policy?
The media will consider a neutral information policy when there is a widespread recognition of the importance of unbiased reporting and the public demands it. This may also occur when there is increased pressure from regulatory bodies or when media organizations themselves prioritize accuracy and fairness in their reporting. Additionally, as the media landscape continues to evolve, there may be a shift towards a more neutral information policy in order to maintain credibility and trust with audiences.
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Why does education policy not want to learn from experience?
Education policy may not want to learn from experience because it is often influenced by political agendas and ideologies, which can lead to resistance to change. Additionally, there may be a lack of communication and collaboration between policymakers and educators, resulting in a disconnect between policy decisions and their actual impact in the classroom. Furthermore, there may be a fear of admitting failure or making mistakes, leading to a reluctance to acknowledge the need for change based on past experiences. Overall, the complex and multifaceted nature of education policy can make it challenging to effectively learn from experience and implement meaningful reforms.
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What is the difference between process policy and order policy?
Process policy refers to the set of rules and guidelines that dictate how a task or activity should be carried out within an organization. It focuses on the steps and procedures that need to be followed to achieve a specific outcome. On the other hand, order policy refers to the rules and regulations that govern the sequence or priority in which tasks or activities should be completed. It determines the hierarchy or ranking of tasks based on their importance or urgency. In essence, process policy deals with how tasks are done, while order policy deals with when tasks are done.
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What is the difference between regional policy and cohesion policy?
Regional policy focuses on addressing economic disparities and promoting development within specific regions, while cohesion policy aims to reduce disparities and promote harmonious development across all regions within the European Union. Regional policy is more focused on specific geographic areas, while cohesion policy has a broader scope and aims to promote overall economic and social cohesion within the EU. Both policies work together to support sustainable development and reduce inequalities among regions.
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