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Educational Policies (educational + policy)
Selected AbstractsEyes Wide Shut: Recent Educational Policy in the Light of Changing Notions of English Identity,ENGLISH IN EDUCATION, Issue 3 2000Chris Kearney Abstract Although Curriculum 2000 includes some welcome changes, such as the inclusion of drama, it is essentially a missed opportunity. I argue that it fails to address the complexity of modern life. In many academic areas, including literature, issues of identity are central to fundamental debates. Such debates have been precipitated by increasing economic globalisation and the consequent increase in interdependence between people from diverse cultural heritages. Although this situation is not new, the social and technological changes of recent decades have altered the pace of such developments. In most cities school populations reflect such changes. In this paper I argue that there are substantial gaps in the curriculum which derive mainly from government policy being premised on crude and obsolete notions of English identity. Such notions lead to a confusion of the concepts of culture and citizenship as modes of belonging. In my view both of these factors severely constrain our ability to construct a critical curriculum which adequately addresses contemporary interests and dilemmas. [source] Educational Policy, Politics, and Mixed Heritage Students in the United StatesJOURNAL OF SOCIAL ISSUES, Issue 1 2009Kristen A. Renn This article describes local, state, and federal policies related to collecting, aggregating, and reporting data on student race and ethnicity in U.S. K-12 and postsecondary education. It traces data policy from the 1997 decision by the Office of Management and Budget to change from single-race reporting to a format that permits respondents to choose more than one race, to the October 2007 issuance of final guidance from the Department of Education. Taking a K-20 perspective, I consider how policies for data collection and reporting may affect educational and developmental outcomes for students, as well as local, state, and national education policy environments. [source] National Language Educational Policy in the Nation's Interest: Why?MODERN LANGUAGE JOURNAL, Issue 2 2007No abstract is available for this article. [source] Lingual and Educational Policy toward "Homeland Minorities" in Deeply Divided Societies: India and Israel as Case StudiesPOLITICS & POLICY, Issue 5 2009AYELET HAREL-SHALEV In a bilingual or multilingual society, certain sectors may be regarded as disloyal should they speak the language of state enemies or be associated in one way or another with neighboring hostile countries. Within this framework, the present article analyzes how two deeply divided democracies, India and Israel, determined and implemented language and educational policies with respect to two major minority languages, Urdu and Arabic. A comparison is conducted between the policies of secular democratic India, regarding Urdu, a language of its Muslims minority, and of Israel, an ethnic democracy, regarding Arabic, the language of its Arab-Palestinian minority. The findings indicate that both states have consigned the minority language to a marginal position on the public stage. Moreover, albeit that a certain level of autonomy in the educational sphere is given to the minority, the educational status of the minority is markedly low in comparison to the majority. En una sociedad bilingüe o multilingüe, ciertos sectores pueden ser considerados como desleales si hablan el idioma de estados enemigos o fueran asociados de una u otra forma con países vecinos hostiles. Dentro de este marco, el presente artículo analiza como dos democracias sumamente divididas, India e Israel, determinaron e implementaron las políticas lingüisticas y educacionales de los dos más importantes idiomas minoritarios, el Urdu y el Árabe, respectivamente. Se lleva a cabo una comparación entre las políticas de la democracia secular de India, en lo que respecta al Urdu, un idioma de su minoría Musulmana, y de la democracia étnica Israelí, con respecto al Árabe, el idioma de su minoría Árabe-Palestina. Las conclusiones indican que ambos estados han consignado el idioma minoritario a una posición marginal en el escenario de la vida pública. Además, el status educativo de la minoría es considerablemente bajo en comparación con el de la mayoría, aunque un cierto nivel de autonomía en la esfera educacional es dado al idioma. [source] At Hospitality's Threshold: From Social Inclusion to Exilic EducationCURATOR THE MUSEUM JOURNAL, Issue 2 2009Edith Doron Museums have strived to be valued resources in an increasingly diverse society. In aspiring to broaden their audience base, their work has shifted from developing educational policies that are "object-centered" to those that are "community-centered" , a change of strategy affecting everything from programs to exhibit design. Children's museums , distinct (if not marginalized) from the serious work of the traditional art or ethnographic or natural history museum , know and indeed say in their very name , "children's museum" , that they are for the sake of someone and not about something. They have always already been attuned to the visitor at the threshold. [source] Conceptualising Lifelong Learning: a reflection on lifelong learning at Lund University (Sweden) and Middlesex University (UK)EUROPEAN JOURNAL OF EDUCATION, Issue 2 2005ABDULAI ABUKARI Lifelong Learning has in recent years become a fundamental element of many educational policy strategies aimed at achieving the goal of socio-economic development. The role of universities in this is viewed by some as crucial and requires some attention. This article examines the concept of lifelong learning and suggests another way in which it could be conceptualised. It further reflects on how two European universities understand and implement lifelong learning and the implications for European regional educational policies in view of the knowledge society. [source] Learning and skills formation in the new economy: evidence from GreeceINTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 4 2002Stella Zambarloukos In today's knowledge,driven economy, education and training are considered major factors affecting a society's level of economic attainment and growth. Lack of information,related knowledge and skills, in particular, are among the prime factors likely to delay a country's progress towards the information society. Experience, however, has shown that an educated labour force does not automatically translate into dynamic economic development and technological innovation. The human resource potential is not a simple outcome of the education system but it is a much more complex process that involves tacit knowledge, learning by doing and on,the,job training. This means that skills and knowledge acquired depend not only on the educational system but on firm organisation and culture as well as ties between organisations. The present study examines the relationship between skill supply, firm organisation and learning by means of interviews in 23 firms in Greece. It shows that a major problem faced by SMEs in peripheral European countries is the lack of in,house capabilities and knowledge which limits the amount and type of learning that takes place. Finally, the article argues that policy,makers should institute educational policies and training programmes that will compensate for the inability of Greek firms to provide a learning environment. [source] The evolution and redefining of ,CAL': a reflection on the interplay of theory and practiceJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 1 2010R. Hartley Abstract This article comments on how the core idea of the computer as an assistant to teaching and learning became reconfigured through changing technologies, pedagogies and educational cultures. Early influential researchers in computer assisted learning (CAL) made strong but differing links to theories and representations of learning, showing a relevance to pedagogy through innovative projects. Amid controversy, the educational potential of CAL became recognized and hardware,software developments stimulated the involvement of teachers in shaping applications and practices within contexts that favoured a constructivist student focus. Further advances in technology gave students greater autonomy in the style and management of learning, and enabled CAL to be redefined as a participative and collaborative enterprise. Institutions responded through supports and structures in ways that suited their wider educational policies. Technological developments (and controversies) continue to extend and reshape the applications of CAL, and this reflection points to the significance of the interplay between theory and practice in this evolving and redefining process. [source] Teachers' perceptions of policy influences on science instruction with culturally and linguistically diverse elementary studentsJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 5 2007Annis Shaver Abstract This study asked elementary school teachers how educational policies affected their science instruction with a majority of English language learners. The study employed a questionnaire followed by focus group interviews with 43 third and fourth grade teachers from six elementary schools in a large urban school district with high populations of English language learners in the southeastern United States. Results indicate that teachers' opinions concerning all areas of policy evolved as the state enforced stronger measures of accountability during the 2-year period of the study. Although relatively positive regarding standards, their opinions became increasingly negative regarding statewide assessment, and even more so toward accountability measured by reading, writing, and mathematics. The results suggest that it is important to understand how teachers perceive the influence of policies, particularly those relating to English language learners, as science accountability becomes more imminent across the states. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 725,746, 2007 [source] Bilingual Education in Flanders: Policy and Press Debate (1999,2006)MODERN LANGUAGE JOURNAL, Issue 3 2010KATRIEN BOLLEN Although Belgium is officially trilingual (Dutch, French, and German), its legislation does not allow for bilingual education (BE). Recently, concerns about the position of Dutch in the face of French and immigrant languages have politicized the issue in the bilingual capital of Brussels and the Dutch-speaking region of Flanders. Considering Belgium's linguistic and educational policies, the authors analyze the media coverage of BE in Flanders by looking at the region's major newspapers for the pivotal period 1999,2006. Their content-analytical approach reveals a fairly positive bias toward BE. Yet, Flemish newspapers also reflect a tendency described by Brisk (2005): the tension between the promotion of BE for the majority (i.e., native speakers of Dutch and French) and its rejection for minorities (i.e., immigrants). Nevertheless, the fear of "frenchification" remains prominent in articles on majority-language BE. The study therefore sheds light on the complexities of the BE public debate in Flanders and on current political developments in the field. [source] Stakeholder appraisal of policy options for responding to obesity in ItalyOBESITY REVIEWS, Issue 2007B. De Marchi Summary This article deals with the phenomenon of obesity in contemporary Italian society. It is based on the fieldwork carried out during the year 2005 within the European Union-funded project ,PorGrow: policy options for responding to obesity' (see: http://www.sussex.ac.uk/spru/PorGrow). The most recent statistical data on the spread of overweight and obesity in Italian society reveal that the phenomenon has reached a dimension that, albeit not as serious as in other Western countries, constitutes a serious threat to public health and to the national budget. The panel of stakeholders interviewed for this research showed awareness of this issue and generally agreed on the necessity to adopt a very multifaceted portfolio of policy measures to address the problem. Participants frequently regarded educational policies as the highest priority, followed by informational measures and infrastructural actions. Fiscal policy options were widely considered ineffective and unacceptable, and little enthusiasm was shown for technological innovations. In sum, while interviewees saw a real need for improved food habits on the part of Italian citizens, nonetheless in a country affected by many criticalities, the weakness of political will and the pressure of fast food culture remain severe obstacles in the fight against overweight and obesity. [source] Investment in Fixed Capital Stock: Testing for the Impact of Sectoral and Systemic Uncertainty*OXFORD BULLETIN OF ECONOMICS & STATISTICS, Issue 2 2004Johannes Fedderke Abstract This paper applies current theory recognizing the irreversibility of investment, in order to test for the impact of uncertainty on investment expenditure for a middle income country. The contribution of the paper is unique in two respects. First, it employs dynamic heterogeneous panel estimation techniques not previously applied to investment functions. Secondly, it explicitly tests for the impact of both sectoral and systemic uncertainty on investment expenditure. We find that both sectoral (as measured by output volatility) and systemic uncertainty (as measured by political instability) have a negative impact on investment rates in a middle income country context. Liquidity constraints and growth in total factor productivity are found to have no impact on investment, while trade liberalization has the impact predicted by Heckscher-Ohlin trade theory. Finally, we find complementarity effects between physical capital and skilled human capital, suggesting that South African educational policies may have hampered investment in physical capital as well as the growth performance of the economy. Policy implications emphasize the importance of lowering uncertainty for investors, and the need for sound human capital investment. [source] Lingual and Educational Policy toward "Homeland Minorities" in Deeply Divided Societies: India and Israel as Case StudiesPOLITICS & POLICY, Issue 5 2009AYELET HAREL-SHALEV In a bilingual or multilingual society, certain sectors may be regarded as disloyal should they speak the language of state enemies or be associated in one way or another with neighboring hostile countries. Within this framework, the present article analyzes how two deeply divided democracies, India and Israel, determined and implemented language and educational policies with respect to two major minority languages, Urdu and Arabic. A comparison is conducted between the policies of secular democratic India, regarding Urdu, a language of its Muslims minority, and of Israel, an ethnic democracy, regarding Arabic, the language of its Arab-Palestinian minority. The findings indicate that both states have consigned the minority language to a marginal position on the public stage. Moreover, albeit that a certain level of autonomy in the educational sphere is given to the minority, the educational status of the minority is markedly low in comparison to the majority. En una sociedad bilingüe o multilingüe, ciertos sectores pueden ser considerados como desleales si hablan el idioma de estados enemigos o fueran asociados de una u otra forma con países vecinos hostiles. Dentro de este marco, el presente artículo analiza como dos democracias sumamente divididas, India e Israel, determinaron e implementaron las políticas lingüisticas y educacionales de los dos más importantes idiomas minoritarios, el Urdu y el Árabe, respectivamente. Se lleva a cabo una comparación entre las políticas de la democracia secular de India, en lo que respecta al Urdu, un idioma de su minoría Musulmana, y de la democracia étnica Israelí, con respecto al Árabe, el idioma de su minoría Árabe-Palestina. Las conclusiones indican que ambos estados han consignado el idioma minoritario a una posición marginal en el escenario de la vida pública. Además, el status educativo de la minoría es considerablemente bajo en comparación con el de la mayoría, aunque un cierto nivel de autonomía en la esfera educacional es dado al idioma. [source] "Opening to the Other": Schooling among the Karipuna and Mebengokré-Xikrin of BrazilANTHROPOLOGY & EDUCATION QUARTERLY, Issue 2 2009Antonella Imperatriz Tassinari The article analyzes the Brazilian Indigenous formal educational policies through two ethnographic cases (Karipuna and Mebengokré-Xikrin) that allow us to approach the Indigenous perspective on schooling. We first discuss the possibilities and limitations of past and current legal references and educational policies. In the analysis of the two experiences, we use the notions of cultural boundary and the "openness to the other" to understand the dialogical and interactional spaces that emerge through Indigenous schooling.,[Indigenous schooling, Mebengokré-Xikrin, Karipuna, Indigenous protagonism, cultural boundaries, openness to the other] [source] Indigenous School Policies and Politics: The Sociopolitical Relationship of Wayãpi Amerindians to Brazilian and French Guianan SchoolingANTHROPOLOGY & EDUCATION QUARTERLY, Issue 2 2009Silvia Lopes Da Silva Macedo In this article, I aim to demonstrate the relationships between the educational policies of the Brazilian and French Guyana governments and the sociopolitical structure of the Wayãpi in respect to these educational practices. My main objective is to go beyond the normal concept that the school is an external interference that catalyzes processes of "Indigenous acculturation," to make clear that the Wayãpi sociopolitical forms of interaction that govern their relationships with alterity also govern their relationships with the state and its representatives. This article is based on my ethnographic study of the school experiences among the Wayãpi living in villages in both countries.,[Wayãpi Amerindians, Brazil, schooling, sociopolitical interaction, alterity] [source] Absorption of CIS Immigrants into Israeli Schools: A Semipermeable Enclave ModelANTHROPOLOGY & EDUCATION QUARTERLY, Issue 4 2001Julia Resnik National ideology, institutional arrangements, and immigrant community self-image should be taken into account in order to understand the way immigrant students insert themselves into their host society. We found that immigrant students from the CIS (the former Soviet Union) adopted a "semipermeable enclave" mode of integration into the Israeli education system in the 1990s. CIS immigrants' high self-esteem along with the schools' so-called "pluralistic ideology" and ineffective arrangements to apply the official assimilationist national ideology produced this new absorption pattern. Because immigrant children's integration into schools is a dynamic and dialectic process resulting from the interaction between immigrants and the host society, its analysis must take into consideration not only educational policies, but also social conditions such as power relations between different ethnic groups, as well as the characteristics of the specific immigrant community. [source] Rethinking lifelong learning through online distance learning in Chinese educational policies, practices and researchBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 4 2008Min Yang This paper offers a critique of the Chinese philosophy of online distance learning as a means of building a lifelong learning society. Literature about lifelong learning and its implications for online distance learning is reviewed. Documents, reports and research papers are examined to explore the characteristics of the Chinese philosophy of online distance learning as reflected in the prevailing understanding and debates in the field. Phenomenological analysis, deconstructive discourse analysis and internal criticism are employed, guided by a phenomenological qualitative methodology. The critique reveals that the notion of lifelong learning is to some extent obscured in meaning in the prevailing understanding of and debates about Chinese online distance learning. Furthermore, it shows that the Chinese philosophy of online distance learning paradoxically combines a sense of overenthusiasm with a sense of underestimation associated with the potential of online distance learning in promoting lifelong learning. Also identified is the emerging development of Chinese online distance learning towards its ,in-depth development', based on an increasing awareness of the necessity to enhance the quality of online distance learning through integration of educational theories with information and communication technologies (ICT). The paper calls for a new vision on ICT for learning as a necessary condition for successful incorporation of Chinese online distance learning with and into lifelong learning. [source] Productive pedagogies and the challenge of inclusionBRITISH JOURNAL OF SPECIAL EDUCATION, Issue 4 2003Julie Allan Julie Allan is Professor of Education at the Institute of Education, University of Stirling, where she also directs the Participation, Inclusion and Equity Research Network. In this article, she explores the challenges involved in achieving an inclusive education system. Her argument draws on recommendations from two separate studies, undertaken in Queensland, Australia and Scotland, which are attempting to shape inclusion policy and practice. The Queensland School Reform Longitudinal Study identified a set of productive pedagogies in which issues of social justice, equity and inclusion are foregrounded. The Scottish Parliamentary Inquiry into special needs, to which Professor Allan was adviser, recommended a number of changes aimed at establishing an inclusive education system for all pupils. Comparisons of the two sets of recommendations, which formed the basis of a series of workshops with teachers, school leaders and administrators within Education Queensland, have prompted two major questions which are addressed in this paper: what gets in the way of inclusive practice and what will it take to be inclusive? Julie Allan's responses to these questions take account of the ways in which we think about ,special education' teacher training and professional development; and educational policies and practices. She represents a fascinating set of ,double-edged responsibilities' that will challenge practitioners, policy makers and teacher educators to refocus and reframe their thinking about special educational needs and inclusion. [source] "Destiny Has Thrown the Negro and the Filipino Under the Tutelage of America": Race and Curriculum in the Age of EmpireCURRICULUM INQUIRY, Issue 4 2009ROLAND SINTOS COLOMA ABSTRACT The article brings together the fields of curriculum studies, history of education, and ethnic studies to chart a transnational history of race, empire, and curriculum. Drawing from a larger study on the history of education in the Philippines under U.S. rule in the early 1900s, it argues that race played a pivotal role in the discursive construction of Filipino/as and that the schooling for African Americans in the U.S. South served as the prevailing template for colonial pedagogy in the archipelago. It employs Michel Foucault's concept of archaeology to trace the racial grammar in popular and official representations, especially in the depiction of colonized Filipino/as as racially Black, and to illustrate its material effects on educational policy and curriculum. The tension between academic and manual-industrial instruction became a site of convergence for Filipino/as and African Americans, with decided implications for the lived trajectories in stratified racialized and colonized communities. [source] IS EDUCATIONAL POLICY MAKING RATIONAL , AND WHAT WOULD THAT MEAN, ANYWAY?EDUCATIONAL THEORY, Issue 5 2009Eric Bredo In Moderating the Debate: Rationality and the Promise of American Education, Michael Feuer raises concerns about the consequences of basing educational policy on the model of rational choice drawn from economics. Policy making would be better and more realistic, he suggests, if it were based on a newer procedural model drawn from cognitive science. In this essay Eric Bredo builds on Feuer's analysis by offering a more systematic critique of the traditional model of rationality that Feuer criticizes, a more critical evaluation of the procedural model that he favors, and a recommendation that the situational model he does not consider may have some benefits over both. This analysis shows that the traditional model presupposes an actor that cannot learn or develop. While the actor in the procedural model can learn, Bredo contends that it cannot develop, that is, it cannot outgrow its initial assumptions and values. Only the situational model allows for learning and development, important in a model to be used in the field of education. Bredo also considers in his analysis the social-relational assumptions built into the traditional, procedural, and situational models and the likely ethical consequences of acting on them. [source] TOWARD A SEMIOTIC THEORY OF CHOICE AND OF LEARNINGEDUCATIONAL THEORY, Issue 3 2006Andrew Stables Such a view, Stables and Gough argue, has the potential to displace or circumvent essentially Cartesian models currently dominant within learning theory (cognitivism and responses to it) and within neoclassical economics (rational choice and responses to it). It thus enables synergies between theories of learning and of economic behavior, allowing for greater consistency in thinking about (but not necessarily prescribing for) both educational policy and provision, on the one hand, and curriculum and pedagogy, on the other. In addition, the authors claim that giving semiotics a foundational role in educational thinking provides a basis for the broader development of liberal political thought within a postmodern cultural context. [source] A Conceptualisation of Emotion within Art and Design Education: A Creative, Learning and Product-Orientated Triadic SchemaINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 2 2007David Spendlove There is a resurgence of interest in the powerful concept of emotion in current educational policy and practice. This article calls for the recognition and conceptualisation of a triadic schema for theorising the location of emotion within a creative educational experience. The schema represents emotion within three domains within current practice: Person, Process and Product. The principal focus of the article is pupils aged 5-16 and consideration is given to the application of the conceptualised schema within art and design education as represented by the national curriculum statement of importance. The central hypothesis of the work is that greater recognition of an emotional dimension within a triadic schema - developing emotional capacity in students to engage in a creative process (person); stimulating emotional engagement through appropriate learning contexts (process) and facilitating the emotional interfacing with outcomes (product) - will help conceptualise the powerful interrelationship between emotion, creativity and learning. Based upon an extensive synthesised literature review a schema, developed through abductive reasoning and grounded theory, ultimately conceptualises the overarching theme of emotion within a creative, learning and product-orientated experience within the primary and secondary stages of England's education system. [source] Citizenship Education in England: The Crick Report and BeyondJOURNAL OF PHILOSOPHY OF EDUCATION, Issue 4 2000Terence H. Mclaughlin Citizenship education is being formally introduced into schools in England as a matter of national policy for the first time. This article offers a critical evaluation of the report of the Advisory Group on Education for Citizenship and the Teaching of Democracy in Schools which was chaired by Professor Bernard Crick, and which has been influential in shaping current educational policy in relation to these matters. An assessment is also offered of the challenges and prospects which confront citizenship education in England in the light of these developments. [source] Test-based accountability: Potential benefits and pitfalls of science assessment with student diversityJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 1 2010Randall D. Penfield Abstract Recent test-based accountability policy in the U.S. has involved annually assessing all students in core subjects and holding schools accountable for adequate progress of all students by implementing sanctions when adequate progress is not met. Despite its potential benefits, basing educational policy on assessments developed for a student population of White, middle- and upper-class, and native speakers of English opens the door for numerous pitfalls when the assessments are applied to minority populations including students of color, low SES, and learning English as a new language. There exists a paradox; while minority students are a primary intended beneficiary of the test-based accountability policy, the assessments used in the policy have been shown to have many shortcomings when applied to these students. This article weighs the benefits and pitfalls that test-based accountability brings for minority students. Resolutions to the pitfalls are discussed, and areas for future research are recommended. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 6,24, 2010 [source] A judicial presentation of evidence of a student culture of "dealing"JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 4 2009Nathan B. Wood Abstract This study uses a new-to-educational-research methodology, based on the legal process, to build a case that U.S. students have been largely ignored in discussion and planning for their own, presumed futures. A variety of evidence, from two large and distinct data bases, is drawn together to show: (1) students perceive their classrooms in ways distinctly different from the ways in which teachers perceive the same classrooms, (2) students' values are fundamentally different from teachers', (3) student and teacher cultures work together to perpetuate the status quo, and (4) existing educational policy, and the research on which it is based, does not adequately consider student culture. A global student culture of "dealing" is described and it is argued that this culture is an underlying cause of the deterioration in the achievement of U.S. students and the failures of so many reform efforts to bring about substantial and lasting change. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 421,441, 2009 [source] Bringing psychological science to the forefront of educational policy: Collaborative efforts of the American Psychological Association's Coalition for Psychology in the Schools and EducationPSYCHOLOGY IN THE SCHOOLS, Issue 3 2008Stephen A. Rollin The following article details the work of the American Psychological Association's (APA's) Coalition for Psychology in the Schools and Education (CPSE). First, a brief history of the background and creation of the coalition is described. The article then details the projects, completed and ongoing, of the CPSE. Those projects include a Teacher Needs Survey, the work of the Applications of Psychological Science to Teaching and Learning Task Force, and work in education advocacy and on the Higher Education Act. The article concludes with details regarding the composition of the CPSE and specifics regarding the APA divisions represented. © 2008 Wiley Periodicals, Inc. [source] "Quit Talking and Learn English!": Conflicting Language Ideologies in an ESL ClassroomANTHROPOLOGY & EDUCATION QUARTERLY, Issue 1 2003Assistant Professor Warren OlivoArticle first published online: 8 JAN 200 This article addresses the relationship between educational theory,as manifested in particular ideologies of teaching and learning,and classroom practice. Based on an ethnographic study of English-as-a-second-language (ESL) learning at a Canadian senior public school, I outline a conflict between two language ideologies that give shape to, and are shaped by, the classroom practices of the ESL teacher, his assistants, and the students. I discuss the implications of this ideological conflict in terms of the opportunities ESL students are given, and that they create for themselves, to practice speaking English. I end by outlining how these findings can be used to shape educational policy as it relates to ESL classroom curricula in order to create a more equitable learning environment for ESL students. [source] INCLUSIVE AND SPECIAL EDUCATION: Inclusive and special education in the English educational system: historical perspectives, recent developments and future challengesBRITISH JOURNAL OF SPECIAL EDUCATION, Issue 2 2010Alan Hodkinson Special education in England has over the past 25 years been subject to rapid development, not least in relation to the emergence of inclusive education. Alan Hodkinson of the Faculty of Education, Community and Leisure, John Moore's University, critically examines the development of inclusion in England and the barriers that can stall the development of this important educational and societal initiative. He discusses the journey towards inclusion from educational segregation to integration and describes the current Government stance on this important subject. Alan Hodkinson suggests that many of the barriers to effective inclusion are in practice located within the loci of Government, local authorities as well as that of schools. He concludes that it is now time to develop a new vision for the education of children with special educational needs and disabilities that is supported by straightforward, co-ordinated and well-resourced policies. If educational policy is to achieve an inclusive consciousness, it must ensure that the views of children, their families and educational professionals are listened to, and that inclusion is by the choice of the pupils and their parents and not by compulsion. [source] Should Education be Publicly Provided?BULLETIN OF ECONOMIC RESEARCH, Issue 4 2002Philip A Trostel This study suggests that a subsidy in the form of public provision has the potential to be the most efficient educational policy because it stimulates investment in human capital, which would otherwise be inefficiently low because of distortionary income taxation and possible external benefits. Moreover, it can potentially do this without grossly distorting the mix of investments in human capital. Other policies do not have the potential to achieve both these ends without introducing additional, perhaps overwhelming, problems. Thus public provision of education appears to provide incentives for human capital accumulation which are more efficient than any other feasible policy. [source] | |||||||||||||||||||