‫שאילתה‪:‬‬
‫מדיניות וחזון בחינוך‪ ,‬יישום מדיניות ‪ :‬קשיים‬
‫ופערים‬
‫‪http://www.haaretz.co.il/misc/1.1262057‬‬
‫מספר פריט‪10571 :‬‬
‫‪10.98.2‬‬
‫מיון‪:‬‬
‫מאמר‬
‫סוג‪:‬‬
‫היש מדיניות לנוכח משבר ההוראה?‬
‫כותר‪:‬‬
‫כפיר‪ ,‬דרורה‬
‫מחבר‪:‬‬
‫כפיר‪ ,‬דרורה‬
‫עורך‪:‬‬
‫מכון מופ"ת‬
‫מו"ל‪:‬‬
‫כליל‬
‫סידרה‪:‬‬
‫‪2011‬‬
‫שנה‪:‬‬
‫‪91-108‬‬
‫עמודים‪:‬‬
‫תל‪-‬אביב‬
‫מקום‪:‬‬
‫מספר פריט‪10651 :‬‬
‫‪P04‬‬
‫מיון‪:‬‬
‫מאמר‬
‫סוג‪:‬‬
‫מדיניות שוויון בין המינים במערכת החינוך‪ :‬השפעות‪ ,‬עיצוב‪,‬יישום‬
‫כותר‪:‬‬
‫אדן‪ ,‬דבורה‬
‫מחבר‪:‬‬
‫אוניברסיטת חיפה‬
‫מו"ל‪:‬‬
‫סידרה חדשה‬
‫סידרה‪:‬‬
‫‪2011‬‬
‫שנה‪:‬‬
‫עיונים בחינוך‬
‫בתוך‪:‬‬
‫‪4‬‬
‫כרך‪:‬‬
‫‪124-143‬‬
‫עמודים‪:‬‬
‫מספר פריט‪9133 :‬‬
‫‪48.1.2‬‬
‫מיון‪:‬‬
‫מאמר‬
‫סוג‪:‬‬
‫התוכניות הלאומית לחינוך‪ :‬ארוכה הדרך ליישום‬
‫כותר‪:‬‬
‫‪1‬‬
‫ שמשון‬,‫שושני‬
‫הוצאת הקיבוץ המאוחד‬/ ‫מכון ון ליר‬
2006
‫לקראת מהפכה חינוכית‬
365-372
:‫מחבר‬
:‫מו"ל‬
:‫שנה‬
:‫בתוך‬
:‫עמודים‬
8619 :‫מספר פריט‬
P86
:‫מיון‬
‫מאמר‬
:‫סוג‬
‫שיח‬-‫ רב‬: ?‫מהי מדיניות נכונה לקידום איכות ההוראה בחינוך הגבוה‬
:‫כותר‬
‫המכללה למינהל‬
:‫מו"ל‬
2005
:‫שנה‬
‫עת לענייני הוראה בחינוך הגבוה‬-‫ כתב‬: ‫על הגובה‬
:‫בתוך‬
4
:‫כרך‬
18-24
:‫עמודים‬
Policy and practice: an overview
David K. Cohen and Deborah Loewenberg Ball
Education Evaluation and Policy Analysis
Fall 1990. Vol. 12, No 3, pp. 233-239
http://wwwpersonal.umich.edu/~dball/articles/CohenBallPolicyandPractice.pdf
http://www.developmenteducationreview.com/issue12-editorial
Internationalizing Higher Education in South Africa
and the United States: Policy and Practice in Global,
National, and Local Perspective (ED523150)
Share
Author(s): Dolby, Nadine
Pub Date:
2011-08-23
Source:
Pub Type(s):
Reports Evaluative
Online Submission
Peer-Reviewed: N/A
2
Descriptors:
Higher Education; International Education; Research Universities; Foreign
Countries; Study Abroad; Educational Practices; Foreign Students
Abstract:
This article comparatively examines the micro-dynamics of the
internationalization of higher education at two major research universities:
one in South Africa and one in the United States. It is specifically concerned
with understanding the multidimensional flows: global, national, and local
(gloconal)--within which international education practices are created.
Focusing on study abroad and international students, the research
examines the convergences and divergences in these practices, analyzing
how local, national, and global contexts both enable and constrain the
possibilities for internationalization. In conclusion, the research discussed
here suggests the need for new research focused on understanding the
consequences of the "encounters" produced by the internationalization of
higher education.
:‫למאמר המלא‬
http://www.eric.ed.gov/PDFS/ED523150.pdf
Rethinking Mentoring: Comparing Policy and
Practice in Special and General Education
(EJ913486)
Share
Author(s): Washburn-Moses, Leah
Pub Date:
2010-12-30
Source:
Pub Type(s):
Journal Articles;
Reports Evaluative
Education Policy
Analysis Archives, v18
n32 Dec 2010
Peer-Reviewed: Yes
Descriptors:
Mentors; General Education; Special Education; Special Education
Teachers; Teacher Collaboration; Board of Education Policy; Comparative
Analysis; Compliance (Legal); Urban Schools; Beginning
Teachers; Beginning Teacher Induction
Abstract:
Although teacher mentoring is now mandated in most states, high quality
3
research in mentoring remains scarce (Rockoff, 2008). There is a great
need to understand how such policies are implemented (Smith, 2007),
particularly in teaching areas with high shortages. The purpose of this study
is to compare state and district mentoring policies with practices in special
and general education. Survey data were collected from 232 teachers in
one state and compared with policy information from the Teacher Rules,
Roles, and Rights (TR[superscript 3]) database. Results indicated uneven
implementation of policy, in that some stated policy was not adhered to
consistently, and consistency in practices was seen in the absence of other
policy. Further, special education teachers reported less compliance with
some mentoring policies than general education teachers. A new model is
proposed to encourage implementation of research-validated practices in
teacher mentoring.
:‫למאמר המלא‬
http://www.eric.ed.gov/PDFS/EJ913486.pdf
Literacy Inequalities in Theory and Practice: The
Power to Name and Define (EJ936140)
Share
Author(s): Street, Brian V.
Pub Date:
2011-11-00
Source:
Pub Type(s):
Journal Articles;
Reports Evaluative
International Journal of
Educational
Development, v31 n6
p580-586 Nov 2011
Peer-Reviewed: Yes
Descriptors:
Educational Attainment; Cultural Differences; Foreign
Policy; Ethnography; Literacy; Theory Practice
Relationship; Statistics; Educational
Indicators; Classification; Ethnocentrism
Abstract:
I analyse what exactly is being addressed when the notion of "literacy
inequalities" is cited in the context of international policy with regard to
education in general and literacy in particular. Whilst literacy statistics are
used as indicators of social inequality and as a basis for policy in improving
rights, educational attainment, etc., I question to what extent literacy levels
(or various accounts of "lack of literacy") can be taken as offering a valid
account of "inequality" in the larger international context. Recent work on
4
literacy from an ethnographic perspective has questioned the international
categorisation of a single uniform thing called "literacy", from which
consequences can be drawn and has instead focused on local meanings
and cultural variations in what counts. In particular I take issue with
arguments rooted in economic generalisation on the one hand, by such
authors as Amartya Sen, and on the other in moral universalism, in the work
of such authors as Nussbaum. I argue that an ethnographic perspective
offers two major contributions to this debate: (1) that ethnographic
perspectives and an understanding of literacy practices as multiple and
culturally varied, can help avoid simplistic and often ethnocentric claims
regarding the consequences of literacy based on one-dimensional and
culturally narrow categories and definitions and (2) that an ethnographic
perspective can sensitise us to the ways in which the power to name and
define is a crucial component of inequality. I will elaborate on these two
"contributions" with reference both to theoretical debates in the field in
recent years and to examples of practice in literacy programmes in different
international contexts.
Teacher Development and Evaluation: A Study of
Policy and Practice in Colorado (EJ931511)
Author(s): Ramirez, Al; Lamphere, Pub Date:
Mike; Smith, Jim; Brown, Pub Type(s):
Shelmon; PierceallHerman, Jennifer
Peer-Reviewed:
Source: Management in
Education, v25 n3 p9599 Jul 2011
Share
2011-07-00
Journal Articles;
Reports - Research
Yes
Descriptors:
Teacher Evaluation; School Districts; Teacher Education; Educational
Policy; Educational Practices; Predictor Variables; Content Analysis; State
Standards; State Surveys; Evaluation Criteria; Evaluation
Methods; Personnel Policy; Policy Analysis
Abstract:
This study undertook an investigation of policy and practice related to
teacher evaluation and development among Colorado school districts. A
conceptual analysis was applied to a sample of teacher evaluation policies
and process materials from 30 school districts. The study was based on
policy objectives stipulated in state statute and best practice as reported in
5
the literature. Results of the study show little relationship to teacher
development and an emphasis in the policies and processes toward
summative evaluations. Student outcomes received modest attention while
the processes of teacher evaluation seemed de-contextualised to other
school district systems.
Education(al) Research, Educational Policy-Making and
Practice (EJ928607)
Share
Author(s): Clark, Charles
Pub Date:
2011-02-00
Source:
Pub Type(s):
Journal Articles;
Reports Evaluative
Journal of Philosophy of
Education, v45 n1 p3757 Feb 2011
Peer-Reviewed: Yes
Descriptors:
Educational Research; Social Sciences; Reflective Teaching; Educational
Policy; Teaching Methods; Theory Practice
Relationship; Values; Reflection; Educational Philosophy
Abstract:
Professor Whitty has endorsed the consensus that research into education
is empirical social science, distinguishing "educational research" which
seeks directly to influence practice, and "education research" that has
substantive value but no necessary practical application. The status of the
science here is problematic. The positivist approach is incoherent and so
supports neither option. Critical educational science is virtually policy-inert.
The interpretive approach is empirically sound but, because of the value
component in education, does not support education research either, or
account for this component. A solution to the latter problem is sought in the
debate between Carr and Hirst on the relationship between philosophy and
education. This shows Carr making claims that rely on a conception of
philosophy that he rejects, while Hirst insists on this conception, uses it to
justify practical claims, but denies that this is possible. To achieve a
practically relevant analysis of educational research, both need to include
second-order, normative, conceptual enquiry into the philosophies that drive
educational policy-making and partly regulate teaching methodology.
Deweyan, first-order, "reflective practice" needs, then, to be supplemented
with second-order reflection. Educational research is philosophy- not
science-driven, and is value-led. Consequently, it has the status not of
6
scientific discovery but of practical recommendation.

Policy and Practice: A Case Study of Gifted Education Policy
Implementation
Swanson, Julie Dingle. Journal for the Education of the Gifted 31. 2
(Winter 2007): 131-164,281.
o
o
o
Citation/Abstract
Full text
Full text - PDF (24 MB)
Abstract (summary)
In this case study, South Carolina's gifted education policy
development, changes, and implementation are explored from three
perspectives: policymakers, linkers, and adopters. Document review
and individual and focus group interviews with policymakers, th ose who
develop statute, regulation, and policy; linkers, district persons who
implement policy; and adopters, school-based persons, comprised data
sources. Research questions include how did general education reform
create change in gifted education between 1984 and 2004? What were
the primary influences? Locally, how was meaning made? General
education reform produced a nonlinear process of gifted policy
implementation, resources to develop gifted programs, and attention to
equity and access issues. Primary change influences were leadership
and political relationships. Required teacher endorsement created local
impact. Need exists for curriculum policy development. [PUBLICATION
ABSTRACT]
Subjects
Gifted education, Learning, Education policy, Students, Gifted children,
Education reform
7
Locations
South Carolina
Found in:
ProQuest Research Library
P-20 Education Policy: School to College Transition
Policy in Washington State (EJ931642)
Share
Author(s): Pitre, Paul E.
Pub Date:
2011-02-20
Source:
Pub Type(s):
Journal Articles;
Reports Evaluative
Education Policy
Analysis Archives, v19
n5 Feb 2011
Peer-Reviewed: Yes
Descriptors:
Position Papers; Legislators; Transitional Programs; Articulation
(Education); Educational Policy; Access to Education; Case
Studies; Interviews; Content Analysis; Transcripts (Written Records); State
Officials; Secondary Education; Postsecondary Education; Politics of
Education; Program Implementation; Program Effectiveness
Abstract:
This study examines Washington State's attempt to move toward an
integrated, P-20 system of education that enhances student transitions from
high school to college. In analyzing Washington as a single case study, a
profile of the state is developed on key access related characteristics. Data
for this study were gathered utilizing fundamental case study methods. In
depth qualitative interviews were conducted with Washington State
Legislators, legislative staff, key state education agency officials, and
college and university representatives. Document analyses of agency
records, public hearings, testimonies, position papers, reports, and public
meeting records were also conducted. This study found that Washington
has many key programs in place to enhance student transitions between
8
the K-12 system and the higher education, but the state's current approach
lacks coherence and cohesion. This study also found that the state has
developed a new and innovative model with the potential to solve many
transition related issues, but it will require assessment to determine its
actual effectiveness.
:‫טקסט‬
http://www.eric.ed.gov/PDFS/EJ931648.pdf
An Exploration of the Implementation of Restorative
Justice in an Ontario Public School (EJ923619)
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Author(s): Reimer, Kristin
Pub Date:
2011-03-11
Source:
Pub Type(s):
Journal Articles;
Reports - Research
Canadian Journal of
Educational
Administration and
Policy, n119 Mar 2011
Peer-Reviewed: Yes
Descriptors:
Public Schools; Foreign Countries; Program Implementation; Case
Studies; Performance Factors; Questionnaires; Content
Analysis; Interviews; Administrator Attitudes; Teacher
Attitudes; Justice; Functional Behavioral Assessment; Program
Effectiveness; Critical Incidents Method; Educational
Administration; Discipline Policy; Educational Practices
Abstract:
This qualitative case study explores the implementation of restorative justice
within one Ontario Public School. Restorative justice is a philosophy and a
process for dealing with harmful behaviour, viewing such behaviour as a
violation of relationships, not rules. My research seeks to present how
restorative justice has been implemented in one school, reaching beyond an
examination of the effectiveness of restorative justice to an exploration of
how teachers and administrators think and feel about, and actually employ,
restorative justice practices. My findings suggest that while there is a
personal commitment to the practice of restorative justice on the part of both
teachers and administrators, if necessary structures and cultural systems
9
are not in place, then it is difficult to sustain the restorative justice program.
This study identifies factors needed to sustain a transformative reform such
as restorative justice.
:‫טקסט מלא‬
http://www.eric.ed.gov/PDFS/EJ923619.pdf
High Stakes Accountability and Policy
Implementation: Teacher Decision Making in
Bilingual Classrooms in Texas (EJ927577)
Author(s): Palmer,
Deborah; Rangel,
Virginia Snodgrass
Source:
Share
Pub Date:
2011-07-00
Pub Type(s):
Journal Articles;
Reports - Evaluative;
Tests/Questionnaires
Educational Policy, v25
n4 p614-647 Jul 2011 Peer-Reviewed: Yes
Descriptors:
Bilingual Education; High Stakes Tests; Decision
Making; Accountability; Teaching Methods; Bilingualism; Program
Implementation; Educational Policy; Educational Practices; Classroom
Techniques; Ethnography; Interviews; Language of Instruction; Course
Content; Instructional Materials
Abstract:
This article contributes to an emerging body of literature on the impact of
high stakes testing accountability policies on implementation and teaching
practice. It uses a theory of implementation, sense-making, to highlight the
process by which policy and context shape teacher decision making. We
focus on teachers in bilingual classrooms in an urban district in Texas
where we found that teachers make decisions in an environment that exerts
both formal and informal pressures to limit the curriculum they offer their
students and privilege test preparation. Teachers struggle to reconcile their
context, constituted by their students' specific pedagogical and linguistic
needs, with the pressures of their high stakes testing environment.
10
Adult Education in the Limpopo Province of South
Africa: Challenges for Policy Implementation
(EJ932728)
Author(s): Zeelen, J.; Rampedi,
M.; de Jong, G.
Source:
International Journal of
Lifelong Education, v30
n3 p385-402 2011
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Pub Date:
2011-00-00
Pub Type(s):
Journal Articles;
Reports - Research
Peer-Reviewed: Yes
Descriptors:
Adult Education; Foreign Countries; Educational Policy; Guidelines; Racial
Segregation; History; Policy Formation
Abstract:
In this article we report and reflect on a study about the problems
encountered in the implementation of adult education policies in the
Limpopo province of South Africa. We used the model of intergovernmental
policy implementation of Van Horn and Van Meter as a theoretical
framework. We reflect on this study and link the findings with more recent
literature on and experiences with developments in the implementation of
adult education policies. The findings of our study show several
discontinuities and contradictions in the implementation of an adult
education policy, partly caused by the legacies of the past. A central
recommendation, informed by contributions from stakeholders at grassroots
level, is to use a combination of bottom-up and top-down approaches
("bottop-down") in policy development to improve the quality of the
implementation.
Sharing Best Practices in Barbados and Trinidad
and Tobago: Patterns of Policy Implementation and
Resistance (EJ907684)
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Author(s): Lam, Elaine
Pub Date:
2011-01-00
Source:
Pub Type(s):
Journal Articles;
Reports Descriptive
Compare: A Journal of
Comparative and
International Education,
11
v41 n1 p25-41 Jan 2011 Peer-Reviewed: Yes
Descriptors:
Foreign Countries; Developing Nations; Program
Implementation; Resistance to Change; Best Practices; Educational
Policy; Policy Analysis; Interviews; Political Attitudes; Knowledge
Management; International Educational Exchange; Foreign Culture; Change
Strategies; Educational Change; Comparative Education
Abstract:
This article outlines policies from multilateral organisations that advocate
sharing best practices between developing nations. The article discusses
the degree to which these best practices are implemented by small states
as indicated by teachers, academics and policymakers in Barbados and
Trinidad and Tobago. For the purpose of this article, a best practice refers
to pedagogy, curriculum or programme that contributes to student
achievement. Currently, a number of influential multilateral organisations
advocate that developing nations should share their best practices in
education with each other. Despite encouragement by multilaterals
however, best practices are not shared. At best, foreign ideas are used to
legitimise local policies. While these policies are intended to help countries
reach their Education for All (EFA) goals, they do not account for the
differences between islands and their vulnerability towards larger countries.
Attempts to innovate the curriculum by implementing foreign ideas failed
due to the forces of tradition. It can thus be concluded that resistance--noncompliance or opposition--to sharing educational best practices, as well as
to the implementation of new curricula, stems from echoes of colonialism
and globalisation. Although this study focuses on two islands, there are
implications for other developing countries and small states as they fall
under the same policy auspices of UNESCO and the Commonwealth
Secretariat.
ECD Policy Development and Implementation in
Africa (EJ795166)
Author(s): Pence, Alan
R.; Amponsah,
Margaret; Chalamanda,
Francis; Habtom,
Abeba; Kameka,
Share
Pub Date:
2004-00-00
Pub Type(s):
Journal Articles;
Reports Descriptive
Peer-Reviewed: Yes
12
George; Nankunda, Hilda
Source:
International Journal of
Educational Policy,
Research, and Practice:
Reconceptualizing
Childhood Studies, v5 n3
p13-29 Fall 2004
Descriptors:
Early Childhood Education; Foreign Countries; Child Care; Policy
Formation; Program Implementation; Context Effect; Case Studies; African
Studies; Childhood Needs; Program Descriptions; Educational
Policy; Educational Practices; Research and Development
Abstract:
ECD policies are influenced by the contexts in which they develop. Those
contexts include historical, cultural, social, economic and diverse conceptual
dimensions operating at international, regional, country and local levels.
These forces impact on policy development as well as on policy
implementation. This article briefly situates ECD policy directions in global
and regional contexts before exploring dynamics that are operational at
African country levels as seen through the eyes and activities of ECDVU
participants. Four of the five participants are employed by a national
government, one is with an NGO. Each project explores a different facet of
policy development and implementation; collectively they speak to the
complexity inherent within policy work. Early childhood care, education and
development (ECD) is a topic whose time has arrived, both around the
world and in Africa. That "arrival" has been driven by a number of factors,
many of which are international in scope, but the particular ways in which
ECD moves forward varies from region to region and country to country.
This article will provide: 1) a brief initial context regarding international
development activities that have supported greater attention to ECD policy
development for children from birth through school entry age; and 2) an
overview of key ECD events and activities in Africa; before 3) focusing more
specifically on work undertaken by a number of the ECDVU participants in
various African countries that represents particular aspects of policy
development and implementation in those countries.
:‫טקסט מלא‬
http://www.eric.ed.gov/PDFS/EJ795166.pdf
13
Dissent from within: How Educational Insiders Use
Protest to Create Policy Change (EJ888983)
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Author(s): Grossman, Frank D.
Pub Date:
2010-07-00
Source:
Pub Type(s):
Journal Articles;
Reports - Research
Educational Policy, v24
n4 p655-686 Jul 2010
Peer-Reviewed: Yes
Descriptors:
Educational Change; Organizational Change; Change
Strategies; Activism; Case Studies; Educational Policy; Politics of
Education; Social Theories; Performance
Factors; Interviews; Observation; Content Analysis; Industrial
Psychology; Policy Formation; Graduation Requirements
Abstract:
This article utilizes social movement theory to analyze policy change
created by site-based educators. The author uses a qualitative case study
to examine how an organization comprised of teachers and administrators
in New York State used protest to protect a waiver, which exempted
students in their schools from having to pass statewide graduation exams.
The author finds that the educators' ability to mobilize resources and to
strategically frame their struggle in a manner that resonated with
policymakers allowed the educator activists to capitalize on emerging
controversies surrounding the state's assessment system and create policy
change. This article provides a framework to understand how marginalized
actors within systems of schooling organize to create change. Such a
framework is becoming increasingly relevant as educators attempt to create
space for local practice in the current top-down policy environment.
14