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Author: Stewart Ranson
Publisher: Routledge
ISBN: 1351040766
Category : Education
Languages : en
Pages : 359
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Book Description
Originally published in 1986. As the keystone of public policy-making and social reform in the post-war period, education has been expected to fuel economic growth, facilitate equality of opportunity, and afford social justice to the deprived. But its vision and objectives are now being questioned in ways which have enormous implications for the management of the service - the traditional balances of autonomy, power and accountability are being redefined. The contributors to this book discuss the effects that this changing environment has had upon a variety of practitioners, and analyse problems and initiatives that are developing within key policy sectors in curriculum and assessment, in the professionalism of teachers, in planning, and in finance. Three major alternative strategies for resolving current dilemmas in the government of education are then reviewed: a further concentration of power at the centre; a community service which would decentralize decision-taking to schools and their local communities; a strengthening of the powers of the local authority. Finally, the editors evaluate these alternatives before proposing their own reconstruction of the government of education.
Author: Stewart Ranson
Publisher: Routledge
ISBN: 1351040766
Category : Education
Languages : en
Pages : 359
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Book Description
Originally published in 1986. As the keystone of public policy-making and social reform in the post-war period, education has been expected to fuel economic growth, facilitate equality of opportunity, and afford social justice to the deprived. But its vision and objectives are now being questioned in ways which have enormous implications for the management of the service - the traditional balances of autonomy, power and accountability are being redefined. The contributors to this book discuss the effects that this changing environment has had upon a variety of practitioners, and analyse problems and initiatives that are developing within key policy sectors in curriculum and assessment, in the professionalism of teachers, in planning, and in finance. Three major alternative strategies for resolving current dilemmas in the government of education are then reviewed: a further concentration of power at the centre; a community service which would decentralize decision-taking to schools and their local communities; a strengthening of the powers of the local authority. Finally, the editors evaluate these alternatives before proposing their own reconstruction of the government of education.
Author: Neal P. McCluskey
Publisher: Rowman & Littlefield
ISBN: 9780742548589
Category : Education
Languages : en
Pages : 224
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Book Description
The federal government is deeply entrenched in American public education and virtually dictates what can be taught to students. Why? At what cost? And what are the benefits to public school students? To public schools? The author challenges the constitutionality of the feds in the classroom and reminds readers that public education has, until recently, been the function of state and local governments.
Author: R. Shep Melnick
Publisher: Brookings Institution Press
ISBN: 0815732406
Category : Education
Languages : en
Pages : 337
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Book Description
One civil rights-era law has reshaped American society—and contributed to the country's ongoing culture wars Few laws have had such far-reaching impact as Title IX of the Education Amendments of 1972. Intended to give girls and women greater access to sports programs and other courses of study in schools and colleges, the law has since been used by judges and agencies to expand a wide range of antidiscrimination policies—most recently the Obama administration’s 2016 mandates on sexual harassment and transgender rights. In this comprehensive review of how Title IX has been implemented, Boston College political science professor R. Shep Melnick analyzes how interpretations of "equal educational opportunity" have changed over the years. In terms accessible to non-lawyers, Melnick examines how Title IX has become a central part of legal and political campaigns to correct gender stereotypes, not only in academic settings but in society at large. Title IX thus has become a major factor in America's culture wars—and almost certainly will remain so for years to come.
Author:
Publisher: Aspatore Books
ISBN:
Category : Education
Languages : en
Pages : 232
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Book Description
The Changing Landscape of Education Reform is an authoritative, insiders perspective on the strategic thinking behind developing measurable standards and effective instruction in our nations schools. Featuring educational leaders from across the country, this book provides a broad yet comprehensive overview of the challenges unique to working in the field of education at the government level, whether as a state superintendent, regional administrator, board of education director, or educational organization executive. From establishing community involvement in schools and advocating for adequate and equitable levels of funding to addressing achievement gaps and creating an accountability system for students, teachers, and schools, these leaders articulate the finer points of federal education policymaking and argue for change. The authors also discuss how No Child Left Behind and other key education legislation has affected the national education system both positively and negatively. The different niches represented and the breadth of perspectives presented enable readers to get inside some of the great minds in education today, as these experts explore our educational systems need for improvement and offer possible solutions.
Author: Patrick J. McGuinn
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 280
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Book Description
Education is intimately connected to many of the most important and contentious questions confronting American society, from race to jobs to taxes, and the competitive pressures of the global economy have only enhanced its significance. Elementary and secondary schooling has long been the province of state and local governments; but when George W. Bush signed into law the No Child Left Behind Act in 2002, it signaled an unprecedented expansion of the federal role in public education. This book provides the first balanced, in-depth analysis of how No Child Left Behind (NCLB) became law. Patrick McGuinn, a political scientist with hands-on experience in secondary education, explains how this happened despite the country's long history of decentralized school governance and the longstanding opposition of both liberals and conservatives to an active, reform-oriented federal role in schools. His book provides the essential political context for understanding NCLB, the controversies surrounding its implementation, and forthcoming debates over its reauthorization. how the struggle to define the federal role in school reform took center stage in debates over the appropriate role of the government in promoting opportunity and social welfare. He places the evolution of the federal role in schools within the context of broader institutional, ideological, and political changes that have swept the nation since the 1965 Elementary and Secondary Education Act, chronicles the concerns raised by the 1983 report A Nation at Risk, and shows how education became a major campaign issue for both parties in the 1990s. McGuinn argues that the emergence of swing issues such as education can facilitate major policy change even as they influence the direction of wider political debates and partisan conflict. McGuinn traces the Republican shift from seeking to eliminate the U.S. Department of Education to embracing federal leadership in school reform, then details the negotiations over NCLB, the forces that shaped its final provisions, and the ways in which the law constitutes a new federal education policy regime - against which states have now begun to rebel. and that only by understanding the unique dynamics of national education politics will reformers be able to craft a more effective national role in school reform.
Author: Louise K. Comfort
Publisher: Elsevier
ISBN: 1483153541
Category : Education
Languages : en
Pages : 214
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Book Description
Education Policy and Evaluation: A Context for Change offers one perspective in defining the problems of public policy in education and some suggestions for redirection. Based on research conducted at five major school districts in California, this book reveals children's expectations for public education, as well as the performance of public schools and their vision for the future. The areas of strength and weakness in educational policy are discussed, along with the needs for revision in educational policy and performance. Comprised of seven chapters, this book begins with an assessment of serious failure in public education, citing the proliferation of programs, personnel and administrative structures in public education without adequate design, coordination, implementation, evaluation, or adaptation to meet basic educational needs or to solve the complex problems implicit in the delivery of public educational services. Subsequent chapters focus on the concept of social innovation and the role of the federal government as an agent of educational change; the tension between structure and process in educational policy; the problem of specification in the implementation of educational policy; and evaluation as an instrument for educational change. This monograph will be of interest to students, parents, educators, community leaders, legislators, scholars, school administrators, and educational policymakers.
Author: Clarence Nathan Stone
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 358
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Book Description
With critical issues like desegregation and funding facing our schools, dissatisfaction with public education has reached a new high. Teachers decry inadequate resources while critics claim educators are more concerned with job security than effective teaching. Though urban education has reached crisis proportions, contending players have difficulty agreeing on a common program of action. This book tells why. Changing Urban Education confronts the prevailing naivete in school reform by examining the factors that shape, reinforce, or undermine reform efforts. Edited by one of the nation's leading urban scholars, it examines forces for change and resistance in urban education and proposes that the barrier to reform can only be overcome by understanding how schools fit into the broader political contexts of their cities. Much of the problem with our schools lies with the reluctance of educators to recognize the profoundly political character of public education. The contributors show how urban political contexts vary widely with factors like racial composition, the role of the teachers' union, and relations between cities and surrounding metropolitan areas. Presenting case studies of original field research in Baltimore, Chicago, Houston, and six other urban areas, they consider how resistance to desegregation and the concentration of the poor in central urban areas affect education, and they suggest how cities can build support for reform through the involvement of business and other community players. By demonstrating the complex interrelationship between urban education and politics, this book shows schools to be not just places for educating children, but also major employers and large spenders of tax dollars. It also introduces the concept of civic capacity—the ability of educators and non-educators to work together on common goals—and suggests that this key issue must be addressed before education can be improved. Changing Urban Education makes it clear to educators that the outcome of reform efforts depends heavily on their political context as it reminds political scientists that education is a major part of the urban mix. While its prognosis is not entirely optimistic, it sets forth important guidelines that cannot be ignored if our schools are to successfully prepare children for the future.
Author: Michael Fullan
Publisher: Teachers College Press
ISBN: 0807774030
Category : Education
Languages : en
Pages : 313
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Book Description
The book that revolutionized the theory and practice of educational change is now in its Fifth Edition! Michael Fullan’s The New Meaning of Educational Change is the definitive textbook on the study of educational change. Based on practical and fundamental work with education systems in several countries, the text captured the dilemmas and leading ideas for successful large-scale systemic reform. This updated edition includes decisionmakers at all levels—from the local school community to the state and national level—and introduces many new and powerful ideas for formulating strategies and implementing solutions that will improve educational systems. The New Meaning of Educational Change, Fifth Edition is your comprehensive textbook on all aspects of the management of educational change—a powerful resource for everyone involved in school reform. “In this Fifth Edition, Michael Fullan shares the wisdom that he has accumulated over more than 3 decades as to the specific actions that can be taken at the school, district, state, and national levels for overcoming those challenges. It should be required reading for all educators.” —Richard DuFour, educational author and consultant “Few people can match Michael Fullan’s depth and breadth of experience with real change in education. Updating his classic text, The New Meaning of Educational Change could not come at a better time given the rolling wave of rethinking Industrial Age education around the world.” —Peter Senge, senior lecturer, MIT Sloan School, founding chair, Society for Organizational Learning “In this Fifth Edition, Michael Fullan offers practitioners, policymakers, and researchers secure guidelines for the next decade. Fullan once again proves that he is the doyen of education change workers.” —David Hopkins, professor emeritus, Institute of Education, University of London
Author: Institute for Educational Leadership (Washington, D.C.)
Publisher:
ISBN:
Category : Political Science
Languages : en
Pages : 246
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Book Description
Fifteen papers commissioned by the U.S. Department of Education's School Finance Project are contained in this volume. The papers examine the changing dimensions of the federal-state partnership in education. The volume is organized into four sections. The first section is devoted to state educational policy concerns, including various state approaches to improving educational quality, school finance reform, and the states' relationship to special needs students. In the second section, the focus is on lessons states can learn from federal education programs, including material on federal strategies used prior to 1981 to deliver services to target groups such as the disadvantaged or handicapped, federal strategies for educational improvement, and what past experience with different types of federal programs can teach about intervention effectiveness. Consolidated and block grants as an alternative framework for federal-state programs and the probable responses of state education agencies to such programs are the subjects of the third section. The final section offers recommendations for restructuring the federal-state partnership in education, including the suggestion that the federal government adopt differential treatment for states that are merely adapting federal programs and states that are not complying. The suggestion is made that one form of differentiating (waivers) would be expensive and cumbersome. Other recommendations concern school-based strategies for school improvement and federal and state policies that reward improvement of learning. (JM)
Author: Paul Manna
Publisher: Rowman & Littlefield
ISBN: 0815723954
Category : Education
Languages : en
Pages : 434
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Book Description
A Brookings Institution Press with the Thomas B. Fordham Institute and the Center for American Progress publication America's fragmented, decentralized, politicized, and bureaucratic system of education governance is a major impediment to school reform. In this important new book, a number of leading education scholars, analysts, and practitioners show that understanding the impact of specific policy changes in areas such as standards, testing, teachers, or school choice requires careful analysis of the broader governing arrangements that influence their content, implementation, and impact. Education Governance for the Twenty-First Century comprehensively assesses the strengths and weaknesses of what remains of the old in education governance, scrutinizes how traditional governance forms are changing, and suggests how governing arrangements might be further altered to produce better educational outcomes for children. Paul Manna, Patrick McGuinn, and their colleagues provide the analysis and alternatives that will inform attempts to adapt nineteenth and twentieth century governance structures to the new demands and opportunities of today. Contents: Education Governance in America: Who Leads When Everyone Is in Charge?, Patrick McGuinn and Paul Manna The Failures of U.S. Education Governance Today, Chester E. Finn Jr. and Michael J. Petrilli How Current Education Governance Distorts Financial Decisionmaking, Marguerite Roza Governance Challenges to Innovators within the System, Michelle R. Davis Governance Challenges to Innovators outside the System, Steven F. Wilson Rethinking District Governance, Frederick M. Hess and Olivia M. Meeks Interstate Governance of Standards and Testing, Kathryn A. McDermott Education Governance in Performance-Based Federalism, Kenneth K. Wong The Rise of Education Executives in the White House, State House, and Mayor’s Office, Jeffrey R. Henig English Perspectives on Education Governance and Delivery, Michael Barber Education Governance in Canada and the United States, Sandra Vergari Education Governance in Comparative Perspective, Michael Mintrom and Richard Walley Governance Lessons from the Health Care and Environment Sectors, Barry G. Rabe Toward a Coherent and Fair Funding System, Cynthia G. Brown Picturing a Different Governance Structure for Public Education, Paul T. Hill From Theory to Results in Governance Reform, Kenneth J. Meier The Tall Task of Education Governance Reform, Paul Manna and Patrick McGuinn
