Education Policy Research Research Articles

Higher education for happiness? Investigating the impact of education on the hedonic and eudaimonic well-being of Europeans

This study examines the impact of post-secondary education on the well-being of Europeans, comparing single-item hedonic and multi-dimensional eudaimonic models of well-being, operationalized as ‘satisfaction with life’ (SWL) and ‘flourishing’. The results indicate that the impact of education varies significantly when well-being is defined from each of these two perspectives: although vocational education is not significantly associated with the SWL of women and men, it is significantly associated with the extent to which both men and women are flourishing in their lives. Tertiary education is significant across all models for both SWL and flourishing. This study highlights the importance of comprehensive conceptualizations and measurements of well-being in European educational research and public policy.

The Exploration of the Usefulness of Comparative Educational Approach in Education Policy Studies

이 연구의 목적은 교육정책 탐구에 있어서 비교교육연구접근이 활용되는 영역과 내용, 방법 등의 분석을 통하여 합리적인 교육정책 개발과 집행을 위해 비교 교육(학)연구 접근의 유용성을 규명하는 데 있다. 본 논문에서 제시한 교육정책(학)연구의 개념구조의 요소들, 즉 교육정책이념, 교육정책과정과 분석, 교육정책내용과 환경을 한국비교교육학회에서 학술지로서 발간하고 있는 ‘비교교육연구’의 내용 분석틀로 사용하였다. 분석결과, ‘비교교육 연구’(1971년부터 2017년 9월)에 게재된 총 748편의 논문 중 교육정책(학)연구 관련 논문은 157편(21.1%)인 것으로 나타났다. 교육정책연구 관련 전체 논문 182편(내용 중복 25편) 중에서, 교육정책이념 1편(0.54%), 교육정책과정 40편(21.98%), 교육정책분석 7편(3.85%), 교육정책내용(교육개혁 제외) 60편 (32.97%), 교육개혁 51편(28.02%), 그리고 교육정책환경과 관련한 연구 23편 (12.64%)으로 나타났다. 또한, 교육정책과정에 관한 연구 논문 40편을 분석한 결과 교육정책집행에 관한 논문이 가장 많은 것(24편, 60%)으로 나타났다. 교육개혁에 관한 논문을 제외한 교육정책내용으로 분류된 60편 연구논문 중 정책유형의 분석한 결과 국제 비교연구의 특성상 배분정책(27편, 45.0%)과 재분배정책(23편 33.3%)이 주종을 이루고 있음을 알 수 있다. 본 연구에서 비교교육(학)연구 접근을 통해 분석된 주요 교육정책에 관한 연구 혹은 정책 집행에 대한 연구결과들은 궁극적으로 비교교육학의 학문적 측면에서 비교교육연구 방법과 절차의 타당성, 정교성을 개발시키고, 또한 실제 합리적인 교육정책 개발과 집행에 유용한 시사점을 제공하게 될 것이다.The purpose of the study is to identify the usefulness of comparative educational research approach for rational educational policy development and operation through the analysis of the area, contents, methods, and so on that comparative educational research approach in educational policy studies is used. For achieving the purpose, the study examined as the follows. First, the study discussed the academic traits and research target of educational policy and comparative education using the academic trait of definition method and the academic trait of approach method. Second, the study examined the contents of the exploration of educational policy studies in comparative education. For this, the study analyzed previous research on the relationship between comparative education and general education. And using articles published in Journal of Comparative Education, the study analyzed the contents of educational policy research in comparative education. Based on the main results, the discussions and suggestions are provided.

Using Tablets to Explore the Potential for Video-based Classroom Observations for Research and Professional Development

Easy access to low-cost, high definition video technology has transformed how researchers and practitioners are approaching school improvement efforts. Video-based observations of classroom instruction provide researchers the means to define and measure aspects of effective teaching and suggest subsequent professional learning. In this article we describe three use cases for video observations based on the work we are doing at the Center for Education Policy Research (CEPR) at Harvard University. The cases discuss strategies for (1) using teacher videos to improve instructional practice through 1:1 coaching focused on the use of a mathematics-specific observation rubric, (2) making observation and feedback cycles practical for over-burdened principals, and (3) developing outcome measures to inform our understanding of teacher effectiveness and suggest the potential for improvement. We describe a research agenda that is grounded in concrete examples of teaching practice.

Intersectionality in Transnational Education Policy Research

This review assesses intersectionality as a theoretical and methodological approach to transnational education policy research. In particular, we are concerned with how the concept is translated and interpreted to interrogate globally circulating education policies and how that transformation might inform the concept within Western and Northern contexts. We acknowledge intersectionality’s origins in U.S. Black feminist scholarship, but anticipate transformations as it travels to “Other” contexts and is translated to theorize systemic inequality in particular albeit interconnected spaces. Examining Eastern and Southern Hemisphere English-language, Chinese-language, and Spanish-language peer-reviewed publications, we ask how intersectionality translates to languages other than English and to Eastern and Southern contexts, and what analytic insights are gained from intersectionality’s travel and translation that may contribute to its reconceptualization in Northern and Western contexts. Intersectionality coupled with transnationalism provides theoretical and methodological might toward understanding complex systems of inequality through/in which education policy travels, critiquing how inequality continues to flourish within nation-states and global-level hierarchies and privileging non-Western/Southern struggles for equity.

Educators as the “Frontline” of Human-Trafficking Prevention: An Analysis of State-Level Educational Policy

ABSTRACTDespite its significance as a policy issue, there is a paucity of knowledge about trafficking within educational policy and leadership research. The lack of research in this area and the contemporary spike in displaced youth populations necessitates examining those policies that aim to prevent trafficking through educational mediums. This study examined Texas House Bill 1272 (HB 1272, 2013), new state-level policy that brings educational leaders, teachers, and counselors into the fold of comprehensive prevention efforts. Trafficking dynamics, policies, and findings on the political and normative factors that shaped HB 1272 are presented. Recommendations for research and practice also are offered.

Knowledge Mobilization in Chinese Education Policy-Making: Conceptual Frameworks for Motivation Analysis of Policymakers’ Adoption of Research

Increasing investments and efforts were devoted to Chinese educational policy research in past decades, yet the adoption of research reports remains limited. The education policymakers, who take superior roles as knowledge users, are decisive in mobilizing the research results to policy-making. This study, based on knowledge mobilization framework, had clarified the role of Chinese education policymakers as knowledge user and privilege side in research adoption. Their motivations for research adoption are analyzed: Political motivations and knowledge motivations are initiative and core motivations, while environment influences and knowledge mobilization (KMb) efforts are decisive catalysts and facilitators. In Chinese education system, the environment for decision making and relationship between researchers and policymakers are quite diverse, while knowledgemobilization (KMb) efforts are still limited. Suggestions were provided for building healthy networks and effective mobilization.

Development and Direction of Educational Policy Research: Based on the Research Trends in our Quarter Century

Development and Direction of Educational Policy Research: Based on the Research Trends in our Quarter Century

海外の教育政策研究動向(V 内外の教育政策研究動向)

海外の教育政策研究動向(V 内外の教育政策研究動向)

国内の教育政策研究動向(研究動向,IV 内外の教育政策・研究動向)

国内の教育政策研究動向(研究動向,IV 内外の教育政策・研究動向)

Understanding Education Policy: The ‘Four Education Orientations’ Framework

Tiffany Jones (2013) attempts to review the previous research related to policy analysis frameworks and examines the educational orientations in order to assert an orientation-based conceptual framework for policy analyses in her book, Understanding Education Policy: The ‘Four Education Orientations’ Framework. The book draws insights for a variety of audiences including undergraduate and graduate students in the education policy area, educators, educational administrators, policy researchers, and policy makers. Jones contributes to the discussion and debates around education policies by making them more understandable through the use of an implicit language.

国内の教育政策研究動向(内外の教育政策研究動向2002,V 内外の教育政策・研究動向)

国内の教育政策研究動向(内外の教育政策研究動向2002,V 内外の教育政策・研究動向)

地方自治体における教育政策動向(内外の教育政策動向2003,V 内外の教育政策・研究動向)

地方自治体における教育政策動向(内外の教育政策動向2003,V 内外の教育政策・研究動向)

2003年総選挙、主要6党の教育に関する公約/英国労働党選挙綱領1997(内外の教育政策動向2003,V 内外の教育政策・研究動向)

2003年総選挙、主要6党の教育に関する公約/英国労働党選挙綱領1997(内外の教育政策動向2003,V 内外の教育政策・研究動向)

海外の教育政策動向(内外の教育政策動向2003,V 内外の教育政策・研究動向)

海外の教育政策動向(内外の教育政策動向2003,V 内外の教育政策・研究動向)

政府・文部科学省・中央諸団体の教育政策動向(内外の教育政策動向2003,V 内外の教育政策・研究動向)

政府・文部科学省・中央諸団体の教育政策動向(内外の教育政策動向2003,V 内外の教育政策・研究動向)

国内の教育政策研究動向(内外の教育政策研究動向2004,V 内外の教育政策・研究動向)

国内の教育政策研究動向(内外の教育政策研究動向2004,V 内外の教育政策・研究動向)

海外の教育政策動向(内外の教育政策動向2004,V 内外の教育政策・研究動向)

海外の教育政策動向(内外の教育政策動向2004,V 内外の教育政策・研究動向)

政府・文部科学省・中央諸団体の教育政策動向(内外の教育政策動向2004,V 内外の教育政策・研究動向)

政府・文部科学省・中央諸団体の教育政策動向(内外の教育政策動向2004,V 内外の教育政策・研究動向)

国内の教育政策研究動向(内外の教育政策研究動向2005,VI 内外の教育政策・研究動向)

国内の教育政策研究動向(内外の教育政策研究動向2005,VI 内外の教育政策・研究動向)

政府・文部科学省・中央諸団体の教育政策動向(2005年1月～2005年12月)(内外の教育政策動向2005,VI 内外の教育政策・研究動向)

政府・文部科学省・中央諸団体の教育政策動向(2005年1月～2005年12月)(内外の教育政策動向2005,VI 内外の教育政策・研究動向)