Influence Of Educational Policies Research Articles

Systematic Literature Review (SLR) on the Influence of Educational Policies on Learning Outcomes and Pedagogical Practices

This systematic review critically navigates the complex landscapes of educational policies and their pervasive influence on pedagogical practices and learning outcomes. Through a careful examination of global educational courses, the analysis uncovers comprehensive interplays between historical, socio-political, and economic dimensions, reflecting transformative shifts from state-centric paradigms towards neoliberal influences and global networks. The analytical study uncovers a convergence towards universal educational goals, alongside evident divergences marked by regional, contextual, and cultural variances, substantially influencing policy enactments and interpretations. Pedagogical dimensions resonate with the impacts of policy imprints, manifesting in instructional practices, curricular designs, and evaluative frameworks. Meanwhile, policies emerge as potent architects, influencing educational experiences, trajectories, and competencies. At the same time, the complex interplay between educators and policies unveils spheres of negotiations and enactments, positioning educators as critical conduits of policy transmission and enactment. Summarily, this analysis advocates for dynamic, responsive, and collaborative policy environments, enriched by contextual relevance, educator agency, and continuous evaluative reflexivities.

Educational policy as predictor of computational thinking: A supervised machine learning approach

AbstractBackgroundComputational thinking is derived from arguments that the underlying practices in computer science augment problem‐solving. Most studies investigated computational thinking development as a function of learners' factors, instructional strategies and learning environment. However, the influence of the wider community such as educational policies on computational thinking remains unclear.ObjectivesThis study examines the impact of basic and technology‐related educational policies on the development of computational thinking.MethodsUsing supervised machine learning, the computational thinking achievements of 31,823 eighth graders across nine countries were analysed. Seven rule‐based and tree‐based classification models were generated and triangulated to determine how educational policies predicted students' computational thinking.Results and conclusionsPredictions show that students have a higher propensity to develop computational thinking skills when schools exercise full autonomy in governance and explicitly embed computational thinking in their curriculum. Plans to support students, teachers and schools with technology or introduce 1:1 computing have no discernible predicted influence on students' computational thinking achievement.ImplicationsAlthough predictions deduced from these attributes are not generalizable, traces of how educational policies affect computational thinking exist to articulate more fronts for future research on the influence of educational policies on computational thinking.

Demographic Trends and the Influence of Education Policy on Compulsory Madrasah Education Program in Bekasi Regency (Critical Study at Madrasah Ibtidaiyah Bekasi Regency)

The purpose of this study was to evaluate the impact of the education policy of the Madrasah Ibtidaiyah compulsory education program in Bekasi Regency on student participation in Madrasah Ibtidaiyah (M I) private schools, as well as to understand the extent to which the policy has an impact on education. increase in number. schoolgirl at M adrasah Ibtidaiyahprivate. To achieve this goal, the study focused on analyzing the impact of the compulsory education policy of Madrasah Ibtidaiyah on the trend of education demographics in Bekasi Regency. The research method used is a simple regression analysis, with the independent variable (X) is the number of public M I students in Bekasi Regency and the dependent variable (Y) is the number of private MI students in Bekasi Regency. This analysis was used to evaluate the relationship between the numbers of public students in M I and the number of private students in MI, as well as to determine the extent to which Madrasah Ibtidai yah's compulsory education policy contributed to increased student participation in private education. The results showed that the compulsory education policy of Madrasah Ibtidai yah in Bekasi Regency had a very significant influence on increasing the number of students in private Madrasah Ibtidaiyah. Statistical analysis shows that the relationship between the number of public M I students and the number of private M I students is very strong, with a significance level of 88.5%. Furthermore, the value of the coefficient of determination (R Square) of 78% shows that most of the differences in the number of private students in M I are explained by the number of public students, while the rest can be influenced by other factors. In other words, the results of this study show that the compulsory education policy of Madrasah Ibtidaiyah in Bekasi Regency has a positive impact on increasing student participation in private Madrasah Ibtidaiyah. The policy contributes to meeting the needs of religious and moral education in Bekasi Regency, as well as contributing to improving the quality of human resources in the region, in accordance with the objectives of education development in the current era of globalization and modern transformation.

State Policy in the Sphere of Education: Actual Problems of Theoretical Discussion

In modern science, despite the existing consensus regarding the role of the state in educational processes, a number of questions constantly arise related to methodological approaches to the analysis of the content of the concept of “public education”. The article presents the main aspects of the theoretical analysis of the role of the state in the development of education policy in a globalizing world. The processes associated with the formation of a system of mass education in various regions of the world are studied. The authors argue that public education systems with historically developed regional characteristics should be compared only by abstracting their distinctive features in order to identify criteria that can serve as measurement variables. The various assessments of neoliberal reforms in the field of education, which were initially focused on a deep restructuring of cultural, social, political and economic relations between the state, the market and society are also analyzed. The main aspects of critical analytics presented in the works of scientists who seek to reveal the true background and consequences of neoliberal educational policy are explored. Overcoming the neoliberal syndrome in theory and practice, ultimately, opens up new opportunities for theoretical analysis of the evolution of state education policy in the following promising areas: conceptual framework and methodological approaches to research on the ideological resources and practices of state reforms in the field of education; strategic analysis of the dynamics of educational policy in the modern world; the influence of education policy on the evolution of democratic institutions and many others.

High Bars or Behind Bars? The Effect of Graduation Requirements on Arrest Rates

AbstractThis paper investigates the effect of high school graduation requirements on arrest rates with a specific focus on the number of required courses and the use of exit exams. Identifying variation comes from state-by-cohort changes in the laws governing high school graduation requirements from 1980 to 2010. Combining these law changes with arrest rates of young adults from the Federal Bureau of Investigation's Uniform Crime Reports, I find that the use of exit exams can reduce arrest rates by approximately 7 percent. Although it is difficult to parse out the exact mechanisms, additional exploration into heterogeneity by age and offense, as well as examination of labor market outcomes, suggest that these policies may have increased learning. Given the current debate around the use of exit exams, this paper provides evidence of beneficial effects on nonacademic outcomes. This paper also provides further evidence of the influence of education policy on crime.

The Influence of Educational Policy on the Development of Domestic School Chemistry Education in the 30s of the Twentieth Century

The article presents an analysis of the current domestic practice of school chemistry education in the 30s of the twentieth century and the changes that have occurred in the new educational environment under the influence of government decrees. A description of the main morning processes in the education system as a whole, which influenced the development and improvement of school chemistry in the Soviet period, is presented. The article examines the main legislative acts of the Soviet government in the field of education in the 30s of the twentieth century, which caused the renewal of the content and methods of chemical education in the new unitary school in accordance with the objectives of polytechnic education. A parallel is drawn with the state of modern school chemistry. Based on a comparative analysis of educational policy in relation to school chemistry education in the 30s of the twentieth century and in modern Russia, it is concluded that it is necessary at the legislative level to determine the main vector of development of school chemistry towards polytechnics and further direct state regulation of improving school chemistry in this direction. The article focuses on the need to carefully study the historical heritage of pedagogical theory and educational practice of school chemistry education in the 30s of the twentieth century, and its adaptation to the realities of the modern school. Keywords: Soviet education in the 30s, teaching chemistry, chemistry in the Soviet school, reform of the Soviet school

The Changing Influence of Educational Policy and Race on Metropolitan Inequality, 1970–2010

Schools do not receive much recognition within urban sociological research for the role they perform in shaping the demographic, structural, and social features of neighborhoods, cities, and metropolitan areas. In contrast, this article links schools, and the racial avoidance that operates through educational policy, to the extreme economic polarization of metropolitan areas. The author considers why the expansion of school choice has not yet produced the decline in economic polarization that research suggested it might.

Curriculum Reforms and Physical Education: the Theoretical-Conceptual knowledge of the Spanish School Population

This article analyses the changes generated by the implementation of a new curriculum in the context of the new Law of Education in Spain. In that context, our interest is centered in the reflection about the influence of educational policies in the development of Physical Education as a subject matter. We use a historical perspective to analyze some of the changes introduced by the Ley de Ordenación General del Sistema Educativo Español (LOGSE, 1990), and the curricular reform. In particular, we base our analysis on the introduction of the theoretical-conceptual contents (“to know”) in the curricular area of Physical Education, which has traditionally centered in the “know how”. In order to carry out our analysis, we took as a point of departure the results obtained from the research on what the Spanish school population knows about the theoretical-conceptual contents. The focus of the investigation was the Spanish school population between the ages of 10 and 16. A Questionnaire on the Learning of Concepts in PE was applied to a representative sample (n=2,721) of the said school population. Results show that, in general, the students of both primary and secondary education have a poor theoretical and conceptual knowledge, reaching worrying proportions in some cases. The results also show the need to develop strategies that lead the improvement of the “PE culture” among students of both primary and secondary education. The learning of these contents is a fundamental factor in the education of autonomous citizens, committed to caring for their bodies and their health, and thus achieving a good quality of life. The study shows that the curricular reform by itself is insufficient to introduce new contents. Thus it is also necessary to implement measures of support to teachers so that the proposed changes become a reality.