125 research outputs found
The Teacher Accountability Debate
The teacher accountability narrative is part of a larger effort to restructure the teaching profession by turning it into a market-based activity.This paper seeks to deconstruct the assumptions embedded in the narrative
Viewpoint: Toward a head-on collision
The two dominant trends in education today are moving toward a head-on collision
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NEPC Review: College- and Career-Ready Students
On May 4, 2010, the Obama administration released College- and Career-Ready Students, one of six research summaries supporting its proposals for reauthorizing the Elementary and Secondary Education Act (ESEA). This research summary addresses three key areas: common core standards, rewarding progress and success, and turning around low-performing schools. The proposed goals are laudable and the summary of the problems in American education is generally accurate. But the research foundation it provides is superficial and inadequate. Some of the significant proposals, such as the accountability system and "rewarding progress and success" are not addressed; and for two major issues, national standards and school turn-arounds, the research cited does not support the document’s conclusions. Fewer than 15% of the report’s references rely on independent, peer-reviewed research. The document advances rhetorical ends and political goals rather than providing a sound research base for the proposed policies. Overall, the document is of little or no value for those who seek evidence of the soundness of the Obama administration’s proposed legislation.</p
Welfare and education in British colonial Africa, 1918–1945
The relevance of historical research for an explanation of the roots of
contemporary educational policy and its relationship to notions of equity,
democracy and development has been sadly neglected in recent years.
This means that policy makers have forfeited the advantages of reflecting
on the traditions and experience of past endeavors and examining
them critically for potential understandings of present and future policy
making. The aim of this paper was to direct the attention of researchers
to the complexities and multifaceted nature of educational policy development
in inter-war era (1918–1945), with specific reference to British
colonial Africa and South Africa. It will also hopefully provide a set of
elementary tools for all of those interested in educational policy-making
strategies that seek to promote meaningful social, economic and political
change in an age of uncertainty
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