Education Policy Research Research Articles

Missing the Forest for the Trees: Toward a Networked Racial Analysis of White Parents in Education Policy and Research

Education policy research on White parent opportunity hoarding overlooks whiteness studies and focuses on individual-level behaviors. In this article, we advance a racial network analysis of White parent collectives to better understand how White parents reinforce racial hierarchies in schools.

The implications of critical theory for adult education policy

The German tradition of critical theory (often called the Frankfurt School), represented by such authors as Theodor Adorno, Max Horkheimer, and Oskar Negt, have given crucial contributions to social and cultural theory in investigating and conceptualizing contradictory conditions of modern Western societies. This paper will discuss the ways in which these critical theorists have approached adult learning and education. Important elements are the role of adult learning in confronting the past and the present of Western societies (Adorno, Horkheimer) and the potential of experience-based learning in supporting open and democratic cultures and communities (Negt). Except for Negt, adult education was a minor topic for these critical theory scholars. Nevertheless, their contributions include important comments on and implications for adult education policy, including questions such as the responsibility of states for education, the democratic character of educational institutions, and the relationship between skills for work and for civil life. Critical theory holds important insights in the societal embedding of adult education and consequences for the objectives. These insights can guide (and have guided) critical research in adult education policy, but they need to be combined with policy analysis concepts and systematic empirical work.

Project-Based Teacher Technology Learning a Case Study of ChatGPT Application

This study investigates the effectiveness of project-based learning (PBL) in enhancing teacher technology proficiency, using ChatGPT as a case study. The research involved engaging teachers in technology- driven projects, supported by ChatGPT, to evaluate improvements in their digital tool usage and instructional methods. Findings reveal that teachers significantly improved their technology integration skills, exhibited higher confidence, and provided positive feedback on the hands-on, collaborative learning process. Specific applications of ChatGPT, such as personalized tutoring and content creation, were highly valued. The study highlights the potential of PBL and AI tools like ChatGPT in advancing professional development for educators. Recommendations for educational policy and future research are also discussed.

AN ANALYSIS ON ACCOUNTING EDUCATION AND NATIONAL EDUCATION POLICY RESEARCH

AN ANALYSIS ON ACCOUNTING EDUCATION AND NATIONAL EDUCATION POLICY RESEARCH

An Analysis of Policy Research Trends in Metropolitan and Provincial Offices of Education Using Topic Modeling: Focusing on the Studies of Education Policy Research Institutes

An Analysis of Policy Research Trends in Metropolitan and Provincial Offices of Education Using Topic Modeling: Focusing on the Studies of Education Policy Research Institutes

Policy and Advocacy in Physical Education: Looking Back, Looking Forward

In this paper, we provide an overview of physical education (PE) policy and advocacy research in the United States. We examine the past policy and advocacy work that has been completed in the field and make connections to international policy work. We examine the potential changes the future holds for developing scholarship in the area. We define policy and advocacy and explain how teachers as policy actors are key figures in any policy enacted. The paper also examines the relationship between PE and the public health arena, which completes a lot of PE-focused policy research. The paper concludes with a focus on PE teacher education and the work that higher education must do to help educate future professionals to be advocates for policy change.

교육정책 연구에서의 무작위 대조군 실험(Randomized Controlled Trial, RCT) 연구 동향과 시사점 : 미국 EEPA를 중심으로

교육정책 연구에서의 무작위 대조군 실험(Randomized Controlled Trial, RCT) 연구 동향과 시사점 : 미국 EEPA를 중심으로

Application of Artificial Intelligence in Chinese Education based on Bibliometric Analysis

In the last decade, artificial intelligence (AI) has been widely used in education in China. Many scholars have carried out research on the theory of the integration of AI and education and have produced a lot of achievements. In this paper, CiteSpace software is used to visually analyze the research status, progress, hotspot and trend of the application of AI in education in China from the core database of China National Knowledge Net. According to the analysis of the results, it is suggested that educational AI policy and future research should be constructed mutually.AI in education co-constructs a three-dimensional pattern of researchers, research institutions and policy promoters; Focus on the high-quality, scientific and cross-field comprehensive development of AI in education field; Educational AI pays attention to the diversified research of quality combination.

Nice for What? The Contradictions and Tensions of an Urban District’s Racial Equity Transformation

Diversity, equity, and inclusion training has exploded over the last decade. While many districts invest considerable resources in developing their leaders’ knowledge and skills on equity issues, “niceness” can perpetuate whiteness and present formidable obstacles to meaningful progress. Investigating a large urban-emergent district as a case study, we examine the efforts to eliminate the racial barriers perpetuated by its leaders and explore the contradictions that arise after a year of professional learning geared towards antiracist district transformation. We employ a theory of racialized organizations, seeking to understand how whiteness as niceness impeded school leaders’ efforts to engage in antiracist change work. The study provides valuable implications for policy, practice, and future research in education and equity.

Improving Researchers’ Capacity to Address Injustice: An Introduction to the Special Issue

Many education policy researchers have turned to critical policy analysis as a means to better understand and examine injustices in education and beyond. However, such work is still uncommon in educational journals. In this introduction, we describe the purposes of this special issue and offer readers a framework for understanding critical approaches to education policy research, its general tenets, and how it differs from other kinds of policy research. We then outline the contributions of the articles in this special issue. We highlight analytic moves that researchers of all kinds can make based on the critical education policy research tenets we discuss. The introduction concludes with suggestions for where we hope the field will go next.

How Pedagogical Modes Influence Students’ Employability: The Evidence from China

This study explores how two typical pedagogical modes, namely, problem-based and employment-based pedagogical mode, contribute to the employability of university and college students. Based on analysis of a total sample of 428 undergraduates from Chinese universities and colleges using structural equation modelling, the results show that students’ absorptive capacity was positively related to their employability. The employment-based pedagogical mode, considering the absorptive capacity as a partial mediator, was positively related to students’ employability. The problem-based pedagogical mode, considering the absorptive capacity as a complete mediator, was positively related to students’ employability. Absorptive capacity act as an important mediator variable when the employment-based and problem-based pedagogical mode influence students’ employability. Based on the findings, specific suggestions and managerial implications for higher education policy, manpower training, and future research are provided.

Advantages and Barriers in Online ESL Learning Environment: A Review of Literature

This article presents a detailed assessment of the literature on the benefits and drawbacks of online English as a Second Language (ESL) learning settings. The study identifies and evaluates the major benefits of online ESL learning, such as flexibility, accessibility, engagement, customization, and global connectedness, based on a thorough review of research papers, reports, and academic articles. The paper also investigates the challenges that learners and instructors may face in online ESL environments, such as the digital gap, a lack of social engagement, digital literacy discrepancies, self-regulation issues, and concerns about quality and integrity. By combining current material, the paper provides insights into the intricacies and problems of online ESL learning, emphasizing the need of overcoming hurdles in order to utilize the potential of online learning settings. The findings highlight the need of collaborative efforts among educators, policymakers, and stakeholders to create ways for supporting inclusive, successful, and equitable online ESL learning experiences. Furthermore, the study underlines the need of continuing research and assessment in determining the influence of online ESL learning on student outcomes and informing evidence-based practices. Finally, this study contributes to our understanding of online ESL learning settings and has implications for practice, policy, and future research in ESL education.

청소년 영화교육 정책에 관한 고찰

In this study, we focus on the Korean Film Council (KOFIC)’s film education policy research since the 2010s. Our examination delves into the policies aimed at revitalizing film education for the general public by highlighting their significance and identifying limitations, and ultimately proposes a new plan. Initially, KOFIC’s film education policy research is noteworthy for its role in making film education more accessible to the public. Achievements include the establishment of a film education curriculum and the operation of a film education focus school. However, certain limitations exist. The implementation capacity to support the research findings was insufficient, and the film education focus school was discontinued without the possibility of further expansion. Additionally, there is a sense of regret regarding KOFIC’s perception of film education, which remains predominantly at the industry level. A shift in policy is therefore imperative to rejuvenate film education in the future. The proposed changes are as follows. First, focus should be on policy research and textbook development, effectively utilizing currently available resources. Second, efforts should be directed toward establishing a robust network of teachers and lecturers involved in film education. Third, a fundamental shift is needed in the perception of film education. By implementing these changes, we aim to address the shortcomings identified in KOFIC’s film education policy and pave the way for a more comprehensive and effective approach to public film education.

STUDI ANALISIS PENELITIAN KEBIJAKAN PENDIDIKAN

Education today has become an integral part of the public sphere. For example, how the government created and implemented the National Examination (UN) policy and then turned it into a Computer-Based National Assessment (ANBK) activity, an evaluation program organized by the Ministry of Education and Culture. This evaluation program is intended to improve the quality of education by photographing the input, process and output of learning in all educational units. This policy has advantages and disadvantages. This means that the national exam is not only a concern for certain people or groups, but also a concern for Indonesian society as a whole, therefore a new policy has emerged, namely the Computer-Based National Assessment (ANBK). The aim of writing this journal is to examine educational policy research so that it can be used as a consideration in making educational policies in the future. Meanwhile, the writing method in this journal uses the library method, where the study sources come from literature that discusses education policy research

An overview of trends and themes in education policy research 2017–2021: findings from Scopus database

An overview of trends and themes in education policy research 2017–2021: findings from Scopus database

An introduction to the difference-in-differences design in education policy research

An introduction to the difference-in-differences design in education policy research

The Vital Necessity of Critical Education Policy Research

Critical education policy research has a deep-rooted history, evolving over four decades to challenge traditional positivist approaches. Reimagining epistemology, theory, and methods, scholars pioneered critical policy analysis (CPA), examining power dynamics and contextual influences on educational experiences. In the ensuing paragraphs, we explore how the articles in this volume exemplify critical approaches to policy analysis, examining topics such as racial inequalities in college recruitment, platform technologies’ impact on policy, and racialized discourses in corporal punishment policies. Embracing critical theories and methodologies, scholars reveal how language, hierarchy, and privilege construct realities, perpetuate inequities, and reinforce power structures, and they advocate for equitable policy solutions, challenging the status quo to envision a more just educational future.

EXPLORING THE READINESS OF TEACHERS IN THE USE OF MOBILE GAMIFICATION TO HANDLE THE DISRUPTIVE BEHAVIOR OF STUDENTS WITH LEARNING DISABILITIES

The problem of disruptive behavior of students with learning disabilities causes special education teachers to experience stress in the classroom often. The purpose of this study is to explore teachers' readiness to use gamification against the disruptive behavior of students with learning disabilities. This study uses a phenomenological design to explain and deepen the experience of a phenomenon. A total of three special education teachers at Sekolah Kebangsaan Bandar Teknologi Kajang, Selangor were selected as the study sample through purposive sampling techniques. A structured interview instrument was used to obtain data from the respondents. This study uses several data collection procedures obtained from the Education Policy Planning and Research Division (eRAS) and the study school. Next, structured interviews were conducted after a pilot study was conducted at the study site. Finally, Nvivo 12 software was used to analyze the data. The study's findings show that special education teachers are still less prepared to use mobile gamification more systematically and consistently in their learning and facilitation of the classroom. The implication of this study is to give special education teachers an idea of the advantages of using various mobile gamification applications in the classroom to overcome the behavioral problems of students with learning problems. Therefore, special education teachers should be prepared for the application of mobile gamification in their learning and facilitation of the classroom for the smoothness of the learning and facilitation of the classroom process and student success.

THE USE OF KAHOOT! IN INCREASING THE MOTIVATION OF PUPILS WITH SPECIAL EDUCATIONAL NEEDS IN ENGLISH LANGUAGE LEARNING

The Malaysian Ministry of Education has ensured equality of education for pupils with special educational needs (SEN) in learning English in schools. Despite the passing years and a significant investment in teaching the English language, there are still several pupils who have not yet reached a high level of language proficiency. The purpose of this study is to explore the extent of the use of the Kahoot! application! contribute to motivating SEN in learning English. The study used a quasi-experimental design. Plus, quantitative and qualitative methods are used in the study. Fourteen SEN pupils from Sekolah Kebangsaan Paya Rumput, Melaka were selected as sample studies through purposeful sampling techniques. Data collection procedures are implemented with the permission of the Education Policy Planning and Research Division (eRAS) and study schools. Next, pre-test and post-test as well as teaching using the Kahoot! module conducted after a pilot study was conducted at the study site. In the data analysis, the data obtained from the post-test is compared with the results of the pre-test to identify the level of SEN achievement. Followed, the qualitative feedback was analyzed thematically to determine the level of motivation of the treatment group in learning English. Therefore, the results of the pre-test and post-test are used to identify the level of SEN's motivation in learning English. The results show that the motivation level of SEN is high with the use of Kahoot! in learning.

Where are we heading? Hackathons as a new, relational form of policymaking

ABSTRACT Within the last decades, a new way of policymaking has become increasingly prominent: civic hackathons. However, in education policy research, hackathons have not been broadly addressed so far. With this article, we contribute to closing this research gap by empirically investigating the educational #wirfürschule (#wfs) Hackathons that took place in Germany between June 2020 and 2021 as well as their organizing initiative #wfs. As a methodological framework, we hereby draw on social topology. This methodology offers a promising toolbox to get hold of the multiple dynamics and digital platforms of hackathons as well as to address the nuances of such new education policy practices. By applying a topological lens, the aim of this article is to analyze how the spacetimes enacted in, through and around the #wfs Hackathons contribute to new relational ways of policymaking and power shifts in education governance. As our analysis showed, the #wfs Hackathons operated through enabling relational proximity and presence as well as through creating relational distance, by enacting spacetimes that reconfigured traditional policy sites, actors and categories, while supporting new authorities in education policy.