Public Education Policies Research Articles

Visualizing the construction of subject librarianship in chinese higher education libraries: A knowledge graph-based analysis

This study investigates the evolution and current status of subject librarianship in Chinese higher education spanning the past 25 years. Utilizing scientometric analysis, we construct knowledge graphs, encompassing publication trends, co-citation and co-occurrence networks, and the burstiness of keywords. The data are drawn from 504 articles in the Chinese Social Science Citation Index (CSSCI) database. The analysis sheds light on knowledge domains, evolutionary routes, and research hotspots within this field. The graphs delineate intricate connections among subject librarianship in Chinese higher education, involving universities, faculties, students, cooperative enterprises, and government. Significantly, these services play pivotal roles in information resource construction, scientific research, intellectual property support, and propaganda. The progression of subject librarianship in Chinese higher education is driven by innovations in information technology, user demands and policy advocacy. The knowledge graph-based exploration of subject librarianship holds substantial implications for libraries further constructions, particularly in enriching content and enhancing quality, aligning with the criteria of the new education public policy outlined by the Ministry of Education of the People’s Republic of China.

Playfulness as a pedagogical strategy: game to educate about the rights of blind people and the role of guide dog

Since 1990, there has been a concern, in the most varied countries, with external public policies for inclusive education, however, still has a long way to go. There are several ways of promoting the rights of the blind to society, and one of these ways is games. This research characterized, in terms of nature, as applied research, as its interest is practical, and it is hoped that the results are used in solving real problems. This study adopts a methodology qualitative and has an exploratory character, advancing by deepening the understanding of the problem under study. Based on pre-existing literature on the rights of blind people and the reactions to the guide dog, the research is categorized as both bibliographic and documentary. The central purpose game theory is used to facilitate the dissemination of the rights of blind individuals and specifically the role played by the guide dog. Through a playful approach, the aim is to investigate why way the design of games can help in the development of effective pedagogical strategies external activities to raise awareness about the rights of blind people and the role played by guide dogs, preceding their effective implementation in the social context.

CONSULTAS PÚBLICAS DE LAS ESCUELAS CIVILES - MILITARES DEL GOBIERNO DE BOLSONARO

The objective of the study is to analyze the public consultation of the policy of Civic-Military Schools. Therefore, we carried out a literature review, as well as a sweep in the normative, guidance and legal documents of the educational public policy of the Bolsonaro government. In order to create a problematization of the issue, the following questions were elaborated: How to carry out a public consultation for the implementation of an ECIM? We identified that public consultations can present anti-democratic processes generating an imposing approval of the model.

Sexual Violence Victimization and Substance Use among Individuals Identifying on the Asexual Spectrum: Differences between Asexuality, Graysexuality, and Demisexuality

ABSTRACT Despite the growing visibility of the asexual community across the globe, little is known about how individuals on the asexual spectrum navigate their (a)sexual experiences. Asexual individuals may be highly vulnerable to sexual violence victimization due to prejudice against their lack of sexual attraction. Perpetrators may seek to pressure asexual individuals into sexual activities by invalidating their asexuality or manipulating their need for emotional intimacy. Such non-consensual sexual acts or behaviors may have a profound impact on asexual individuals. The present study aimed to examine the prevalence of sexual violence victimization and its relationship with substance use among individuals identifying on the asexual spectrum. The data for this study were derived from a global sample of 8,752 individuals on the asexual spectrum from the Ace Community Survey. The results indicated that 67.4% of the participants had experienced at least one form of sexual violence victimization in their lifetime. Experiences of sexual violence were related to more frequent engagement in substance use over the past year. Additionally, the results showed that compared with asexual individuals, graysexual and demisexual individuals were more likely to experience sexual violence, which was linked to substance use. Given the widespread prevalence and detrimental effects of sexual violence victimization, it is important to integrate asexual perspectives into prevention and intervention efforts, while simultaneously raising public awareness about affirmative consent and boundaries. The study also offers significant implications for trauma-informed care, public education, and social policies that address the unique needs and experiences of this population.

Public Education Investment, Economic Growth and Welfare: A Political Economy Analysis with Preference Heterogeneity

This study examines the politics of public education policy and its impact on economic growth and welfare under intergenerational altruism. The study considers an endogenous growth model with altruistic overlapping generations. Due to its significant role in promoting long-term economic expansion, we consider investment in public education to be an effective tool of productive government intervention. Nonetheless, public educational investment has been the subject of political disputes owing to its inherent intergenerational redistributive implications. Backed by the tendency of democratically elected governments to maintain their political power, the preferences of some particular individuals or group of individuals become more dominant in the political process of determining the level of public investment in education. In particular, governments are more concerned with the preferences of the median voter, or the current generation at large, because they, as electors, have the ability to determine the next government. This reality leads governments to exhibit a bias toward the desires of these people. As a result, such political considerations divert the economy from its optimal path of economic growth and reduce the welfare of future generations. This effect becomes more pronounced when individuals with lower levels of altruism toward their offspring assume a more influential position in the political decision-making process over the allocation of public funds for education. Our theoretical analyses demonstrate the implications for economic growth and welfare resulting from policy decisions made by democratically elected governments with inherent biases, as opposed to decisions made by an unbiased social planner.

Public education and the environment

This paper investigated, in an overlapping generations model highlighting two-period lived households, the influence of education and environmental awareness on physical capital and environmental terms by sketching, at the stable steady-state equilibrium, the comparative static examination. According to this approach, the study has shown that public education policy can neither boost environmental quality standards nor the capital stock. The study also found that larger environmental awareness as young results in upper capital accumulation and upper environmental quality. Regarding individuals' environmental awareness in old age, it was revealed that it leads on the one hand to less physical capital accumulation and on the other hand to a better environmental quality, only in the case where the value of environmental awareness at a young age is 10 and the value of environmental awareness at old age is greater than or equal to 40. Keywords: Capital accumulation; environmental awareness; environmental quality; public education

Explaining differences in research utilization in evidence-based government ministries

Studies of evidence-based policy have found that research often fails to influence policy-making and identify a number of barriers to research utilization. Less is known about what public administrations do to overcome such barriers. The article draws on a content analysis of 1,159 documents and 13 qualitative interviews to compare how and why evidence standards affect research utilization in two Danish ministries with available evidence, policy analytical capacity, and broad political agreement on key policy goals. The article finds support for the proposition that more exclusive evidence standards in ministries will lead to higher levels of research utilization by showing that average levels of research utilization are higher in the Ministry of Employment than in the Ministry of Children and Education in the period 2016?2021. In active employment policy the adoption an evidence hierarchy and the accumulating evidence in a knowledge bank has interacted with stakeholder support and a continued coordination with the Ministry of Finance to provide economic incentives for policy-makers to adopt evidence-based policies thus stimulating research utilization. Evidence for public education policy, by contrast, has been more contested and the Ministry of Children of Education retains inclusive evidence standards in an attempt to integrate evidencebased and practical knowledge from stakeholders, which has led to lower average levels of utilization in the period.

Intimate partner sexual violence: the apple and the snake

Intimate partner violence (IPV) is now considered a real scourge by society, particu-larly as the rate of mortality worldwide remains so high. Noticeable by its absence is the phenomenon of intimate partner sexual violence (IPSV) and this article is there-fore concerned with understanding its nature and the form it takes within couple relationships. To some extent sexual violence is most often a genitalised extension of IPV but it may also exist in its own right. Indeed, certain pathological personality organisations consider the spouse’s body as an object, a property, or an extension of the self. The consequences for both physical and mental health are significant, and although IPSV has much in common with IPV it also presents specific risk factors. Because of this, care must be both comprehensive and multidisciplinary, providing support and protection for the victim, as well as for both members of the couple to help them defuse, individualise, or emancipate themselves from the controlling aspects of the relationship. At a collective level, it is through a strong commitment to public policies of sexual health, education, and justice that we can tackle this complex and hitherto neglected process. Psychotherapy also has an important role to play in providing a secure and safe space for partners to explore the presence of sexual violence within the couple relationship and to address the issues concerned.

“O RIO É A MINHA VIDA”: REPRESENTAÇÕES DE RIBEIRINHOS DA VILA VISTA ALEGRE SOBRE O RIO BRANCO NO SUL DE RORAIMA, BRASIL

Purpose: To understand the representations of residents about Rio Branco, emphasizing social aspects (experience, beliefs and economic importance) in the context of Vila Vista Alegre, municipality of Caracaraí, in Roraima. Theoretical framework: the Amazon riverside people built their way of life around water, making the local natural resource essential to their existence. Water, in addition to being essential to human existence, can also be the main alternative for economic activity, leisure and transport of this population. Method/design/approach: Interviews were carried out using a semi-structured questionnaire using the “Snowball” technique, with the resident who had lived in the area as the initial interviewee, with the data being worked through content analysis. Results and conclusion: The environmental modifications mentioned by the residents have caused changes in fishing spots, as well as in all the old dynamics of this social group, which point to the absence of projects that help in the conservation of it is necessary to include residents in decisions regarding the conservation actions of this water resource, together with environmental agencies, due to their active participation in the emergence of the community. Research implications: The approach involves socio-environmental aspects of a riverside community that coexists with threats from anthropic activities to the Branco River, an essential water source for the maintenance of the material and cultural systems of this social group - fishermen from Vila Vista Alegre. Originality/value: The discussion about the use of water resources by residents, highlighting the meaning of this ecosystem, their beliefs and the environmental damage they perceive, will enable the correct direction of the responsible bodies and public policies for environmental education.

Does extending school time reduce the juvenile pregnancy rate? A longitudinal analysis of Ceará State (Brazil)

PurposeAdolescent pregnancy stands as a societal challenge, compelling young individuals to prematurely discontinue their education. Conversely, an expansion of high school education can potentially diminish rates of adolescent pregnancy, given that educational attainment stands as the foremost risk factor influencing sexual initiation, the use of contraceptive methods during initial sexual encounters and fertility. The aim of this paper is to analyze the impact of the implementation of the public educational policy introducing full-time schools (FTS) for high schools in the state of Ceará, Brazil, on early pregnancy rates.Design/methodology/approachUsing the difference-in-differences method with multiple time periods, we measured the average effect of this staggered treatment on the treated municipalities.FindingsThe main result indicates a reduction of 0.849 percentage points in the teenage pregnancy rate. Concerning dynamic effects, the establishment of FTS in treated municipalities results in a 1.183–1.953 percentage point decrease in teenage pregnancy rates, depending on the timing of exposure. We explored heterogeneous effects within socioeconomically vulnerable municipalities, yet discerned no impact on this group. Rigorous tests confirm the robustness of the results.Originality/valueThis paper aims to contribute to: (1) the consolidation of research on the subject, given the absence of such research in Brazil to the best of our knowledge; (2) the advancement and analysis of evidence-based public policy and (3) the utilization of novel longitudinal data and methodology to evaluate adolescent pregnancy rates.

American Catholic Schools in the Twentieth Century: Encounters with Public Education Policies, Practices, and Reforms. By Ann Marie Ryan. Lanham: Rowman & Littlefield, 2022. xiv + 180 pp. $70.00 cloth; $30.00 paper.

American Catholic Schools in the Twentieth Century: Encounters with Public Education Policies, Practices, and Reforms. By Ann Marie Ryan. Lanham: Rowman & Littlefield, 2022. xiv + 180 pp. $70.00 cloth; $30.00 paper.

Rethinking teacher training from an inclusive and community dialogical perspective

This quantitative survey using a structured questionnaire with closed questions and a sample of 340 participants from 20 courses (bachelor's and master's degrees) at public higher education institutions in the Trás-os-Montes e Alto Douro region of the Portuguese university (University of Trás-os-Montes and Alto Douro) and polytechnic (Polytechnic Institute of Bragança) subsystem aims to list a group of proposals for reflection and future implementation that can fill or mitigate gaps and weaknesses identified in the disciplines of the curricula related to internships. The analysis of the data reveals indicators indicating the need for a (formal and conceptual) rethinking of inclusive intervention in the context of supervision in the field of teacher training. These indicators include problems with operating in a multifaceted educational setting, enhancing an interdisciplinary, integrated and inclusive approach, rearranging curriculum and reconsidering the functional profiles and competencies of teaching staff. Therefore, the construction of a professional culture that favors an integrative and inclusive approach through the assumption of a broad profile of professional competence capable of training the teacher in a multidimensional educational context is crucial. We evaluate the necessity of encouraging research of this type involving additional factors, populations and samples in order to enable the extrapolation of data and findings to a national level providing significance and technological foundations for decisions made within the context of public education policy.

Silencing black phenotype and epistemicide in public educational policies in Brazil

Este trabalho discute a relação entre as políticas públicas pós abolicionistas com as políticas públicas da atualidade, por meio de uma revisão bibliográfica, que movimentaram e movimentam forças para o silenciamento do fenótipo negro nos ambientes educacionais, atuando no epistemicídio do grupo étnico racial negro e sua identidade, além da atuação do movimento negro, na escolarização de negros “libertos” em um momento onde as políticas educacionais não permitiam o acesso às letras e à escolarização. Perpassando por ações de fortalecimento com a inserção de temas discutidos na luta por visibilidade e correções históricas com avanços no âmbito inerente às políticas públicas educacionais, culminando com importantes Leis e processos para o fortalecimento identitário negro. Até os últimos acontecimentos políticos e socioeconômicos com a chegada ao governo de grupos de extrema direita que possuem o claro desejo de silenciar o movimento negro e as conquistas conseguidas ao longo do tempo.

Education in the prison system: an analysis of the Amazonas prison system

This study investigates the effectiveness of public education policies for people deprived of their liberty in the state of Amazonas, in the context of a systemic crisis recognized by the Federal Supreme Court (STF) as an unconstitutional state of affairs. The research was motivated by the need to examine the strategies implemented to tackle the widespread violations of fundamental rights within the prison system, with a special focus on education as a means of resocialization. The central objective was to evaluate the implementation and effectiveness of public education policies aimed at inmates and former inmates, with a focus on the state education plan for the Amazonas prison system. Using documentary analysis and a literature review, as well as statistical data provided by the National Penitentiary Department (DEPEN), this study identified significant advances in the provision of educational activities, evidenced by the increase in the number of inmates engaged in educational programs. However, the research revealed important gaps, such as the lack of precise indicators for evaluating policies and the need to guarantee the quality of the education offered. It was concluded that, despite quantitative progress, qualitative and strategic improvements are needed if education in the prison system is to effectively promote the resocialization and social reintegration of individuals. Future research suggests analyzing the impact of these policies on reducing recidivism and improving the quality of life of inmates, as well as comparing educational practices between different states to identify successful models.

Documenting the development and achievements of early and preschool children: Different curricular approaches

The public education policy of an individual country determines, among other things, the ways of documenting the educational process and children’s outcomes. This paper explores the opinion of preschool teachers about documenting children’s development. The sample included preschool teachers from two systems, or two different curricular approaches. One exists in the Republic of Croatia (curriculum based on the competence framework) and other in Bosnia and Herzegovina (curriculum based on normative outcomes). The measuring instrument Questionnaire of Preschool Teachers’ Opinions on Monitoring the Psycho-physical Status of Children (α= .847), was constructed for research purposes. The Questionnaire was based on relevant literature and insights into existing educational practices. On a dichotomously structured 4-level scale, preschool teachers estimated that the most important purpose of documenting children’s development is the planning of developmental incentives (M=3.63; SD= 0.495). They agree that monitoring should be continuous throughout the entire academic year (M=3.53; SD= 0.666). Likewise, preschool teachers are less inclined to one-time assessments of a children’s psycho-physical status, considering “a testing” unlikely to provide a realistic image of their development (M=1.88; SD=0.797). No correlation was found between preschool teachers’ age, length of service, and level of education. Using the t-test of independent samples, a mild/weak, but statistically significant difference in the preschool teachers’ assessment between the subsamples was determined.

Improving the Usefulness and Use of Meta-Analysis to Inform Policy and Practice.

This chapter begins with an overview of recent developments that have encouraged and facilitated greater use of research syntheses, including Meta-Analysis, to guide public policy and practice in education, workforce development, and social services. It discusses the role of Meta-Analysis for improving knowledge of the effectiveness of programs, policies, and practices and the applicability and generalizability of that knowledge to conditions other than those represented by the study samples and settings. The chapter concludes with recommendations for improving the potential of Meta-Analysis to accelerate knowledge development through changing how we design, conduct, and report findings of individual studies to maximize their usefulness in Meta-Analysis as well as how we produce and report Meta-Analysis findings. The paper includes references to resources supporting the recommendations.

Attitudinal barriers of teachers towards inclusive education in Ecuador

This research has two objectives. First, to recognize the position assumed by teachers in the presence of students with specific educational needs in regular classrooms; and second, to determine the state of teaching attitudes required to implement educational inclusion. This work is ascribed to the critical reflective paradigm and uses the quantitative approach of scientific research. The instruments used were the Knowledge Questionnaire on Inclusive Education by Escarbajal et al. (2020) in survey format, and the Battery of Teaching Attitudes towards Educational Inclusion by Lavela & Sánchez (2014) in Likert-type questionnaire formats and contextualized observation sheets. The informants were 961 teachers from district 13D02 of the Ministry of Education of Ecuador, who participated in this process in 2022-2024. From the results, it is inferred that teachers prefer that students with specific educational needs attend special schools, but are not opposed to their presence in conventional schools, in coherence with public education policy. In addition, it was determined that teachers require technical advice, tutoring, and permanent motivation from specialists to implement inclusive practices with greater security. It is concluded that the persistence of attitudinal barriers in teachers limits the legitimate positioning and sustainability of specific educational needs in schools despite favorable advances in public policy for education in Ecuador.

Exploring Multiculturalism and Intolerance: Understanding the Dynamics of Diversity

Amidst growing global challenges, multiculturalism and intolerance play a significant role in shaping a diverse society. Conflicts of interest and cultural differences often lead to intolerance, affecting social interactions and public policy. This research explores multiculturalism and intolerance to understand diversity dynamics in society. It utilizes a literature review, analyzing various journal articles and books relevant to the research topic. Additionally, this research reveals the complexity of the relationship between multiculturalism and intolerance. Factors such as cultural differences, identity politics, conflicts of interest, and social injustice are the main influences on the tolerance level in society. This research aims to analyze how these factors interact, evaluate their impact on multiculturalism and tolerance, and create strategies to enhance multicultural education and inclusive public policies. These findings emphasize the importance of multicultural education and inclusive public policy in promoting cross-cultural understanding and reducing prejudice. The implications of this research are the need for collaboration between the government, educational institutions, and civil society to strengthen multicultural education and implement inclusive policies that support tolerance and harmony between cultural groups. This research provides essential insights for strengthening multiculturalism and addressing societal intolerance through an approach focused on inclusivity and social justice.

‘For Once We’re Asking for MORE Testing’: organisational infrastructure in the safe schools movement during COVID-19

ABSTRACT This article explores organisational infrastructure in the movement for safe schools during the COVID-19 pandemic. Drawing on several qualitative studies of educator organising during the pandemic, this article shows that educators across the United States have organised through a range of social movement organisations, including national grassroots networks, regional grassroots networks, unions, social justice caucuses, and building-based committees. Through these organisations, they have advanced demands for more equitable public health and education policies, including safety mitigations and wraparound services1 for students. Building on the literature on social justice unionism, contentious co-governance, and social movement organisations, this article finds that the diverse array of organisational structures and strategies within the movement enabled educators to advance their demands and build power.

Problematising “World Class” public education policy in South Australia: Insights for education policy makers

Abstract This policy-interested South Australian public education case study problematises how the Chief Executive (CE) and members of the Education Department’s Senior Executive Group (SEG) understood system and school improvement from 2018 to 2022. We applied Carol Bacchi’s, “What’s the Problem Represented to be?”(WPR) policy analysis framework to unearth the policy assumptions underlying the Department’s overarching policy ensemble called “World Class,” initiated across South Australia’s public primary and secondary schools. WPR reveals heightened centralised technologies of command and control directed at teacher and leader work to achieve McKinsey defined World Class status by 2028. We find school improvement policy solutions were engineered through “managerially enforced complexity reduction” techniques within the paradigm of the Global Education Reform Movement (GERM). These techniques impacted policy prescriptions, performance management technologies, school improvement plans, curriculum materials for schools, and promoted NAPLAN as the ultimate measure of the good school, the good teacher, and the good principal. NAPLAN is the National Assessment Program—Literacy and Numeracy used in Australia and takes the form of an annual standardised assessment for students in Years 3, 5, 7 and 9. Most concerningly, we find the policy logics of World Class worked to incentivise inequality across public schools through diminishing the purposes of public education and the professionalism of educators. We conclude arguing for the democratisation of existing departmental structures within iterative inquiry-based approaches to policy formation and practice to better attend to public education purposes.