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001 978-94-6091-933-6
003 DE-He213
005 20140220083349.0
007 cr nn 008mamaa
008 120917s2012 ne | s |||| 0|eng d
020 _a9789460919336
_9978-94-6091-933-6
024 7 _a10.1007/978-94-6091-933-6
_2doi
050 4 _aL1-991
072 7 _aJN
_2bicssc
072 7 _aEDU000000
_2bisacsh
082 0 4 _a370
_223
100 1 _aTatto, Maria Teresa.
_eeditor.
245 1 0 _aLearning and Doing Policy Analysis in Education
_h[electronic resource] :
_bExamining Diverse Approaches to Increasing Educational Access /
_cedited by Maria Teresa Tatto.
264 1 _aRotterdam :
_bSensePublishers :
_bImprint: SensePublishers,
_c2012.
300 _bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aComparative and International Education, A Diversity of Voices ;
_v16
520 _aThis book originated in a policy analysis class at Michigan State University taught during 2010. Using Professor Tatto’s unique approach to teaching policy analysis, the professor and students agreed to construct a class that represented a reflective and grounded experience in the policy analysis of a current and relevant issue with global ramifications; we began exploring policies that were developed at the global level and that were implemented locally. We investigated the surge of globally developed standards and regulations in an effort to improve education. Our goal was to learn cross-nationally about policies that seek to reform curriculum and instruction under efficiency and global competitiveness arguments, such as Education for All (EFA) and its USA cousin No Child Left Behind (NCLB). We knew our work would be bounded by the time available in a one-semester class, and by resource constraints. We did exploratory inquiry supported by literature reviews, reports on rigorous research studies, and in one case an exploratory case study. The policies we chose to explore, such as EFA and NCLB, offered us the opportunity to examine current reform tendencies that are intended to provide access to quality education for all children, the preparation of teachers to support diverse populations, the organization of schools to accommodate these children in response to vague policy mandates, and power issues affecting the different constituencies and stakeholders. The effects of these and other policies were difficult to track because research is scant and decisions are frequently made based on ideology or political persuasion. Our purpose was to explore the critical issues that originated such policies, and to search for documented evidence regarding policy implementation and effectiveness. We investigated the factors that seemed to interfere with successful implementation, from conceptual, theoretical, and methodological perspectives. In this class we learned that there are not ready-set frameworks for policy analysis, but rather that these have to be constructed according to the issues that emerge as policies are conceptualized and implemented to fit local contexts and needs. The book pays particular attention to the contexts of policy, including the evolving conceptualization of global and local systems of governance, knowledge regimes, and policy spaces. The book is designed for faculty and doctoral students in education who are interested in understanding diverse frameworks for policy analysis, and for those in the general public who are interested in the policies we analyze here.
650 0 _aEducation.
650 1 4 _aEducation.
650 2 4 _aEducation (general).
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
830 0 _aComparative and International Education, A Diversity of Voices ;
_v16
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-6091-933-6
912 _aZDB-2-SHU
999 _c104940
_d104940