School Educational Policy Research Articles

Budoucnost školy v percepci školského managementu

The study focuses on school manager’s perception of the future of schooling. The evidence is based on a social survey which was partly inspired by domestic as well as international surveies (like testing OECD scenarios, Leonie Delphi survey). The study particularly deals with this items: perception of the school for the future, key actors and key problems, evaluation of social trends with impact on school and education and educational policy strategie.

An overview of India’s primary school education policies and outcomes 2005–2011

Universal school enrolment of children aged 6–14 years has been a commitment enshrined in the Indian constitution since 1950. To attain this goal, the central government has set up a range of programs, such as incentive programs, teacher grants and infrastructure grants, while state governments share responsibility in implementing those educational policy initiatives. This paper reviews the progress of India’s primary schools over the period 2005–2011 as public educational undertaking shifted more from the centre to the states. Using two waves of the Indian Human Development Survey conducted in 2005 and 2011, we track the progress of primary schools in terms of infrastructure upgrade, teachers’ quality, the costs of education, enrolment and learning outcomes. We find that while progress has been made in terms of infrastructure provision and enrolment, other aspects have either seen no progress or have worsened over time, and numerical and reading skills of children 8–11 years old worsening over time. Better performing states are generally in the South and in the extreme North. However, in terms of learning outcomes, the abysmal results are nationwide.

Diversity’s twilight Zone: how affirmative action in education equals ‘discrimination’ in the colorblind era

Diversity is a ubiquitous concept in Education. Our contemporary racial discourse has been taken over by diversity talk. That is, to talk about race in the colorblind era in the contexts of school admissions or educational policy is to do so through the language of diversity. However, the hegemonic ascendancy of diversity has been dependent on the demise of affirmative action policies. This inverse relationship is not coincidental. Utilizing Critical Race Theory’s methodology of constructing counter stories, this paper traces the history of diversity from the Supreme Court. By locating the ontological being of diversity from the perspective of the Supreme Court, the author establishes a historical narrative that shows the backward and bifurcated approach of how affirmative action equals racial discrimination in the colorblind era. As a result of this backward approach, diversity talk is widely accepted while affirmative action policies in education have been effectively defeated.

A REPRESSÃO AOS TRABALHADORES NA DITADURA A PARTIR DAS CONTRIBUIÇÕES DA HISTÓRIA SOCIAL DO TRABALHO: UMA LEITURA DO RELATÓRIO FINAL DA CNV

The article analyzes the way in which repression of workers in the post-1964 dictatorship was approached by the final report of the National Commission of Truth (CNV), published in 2014. The analysis takes into account the contributions of social history of work to the study of workers' experiences between 1964 and 1985, such as the expanded treatment of the analytical category workers, historical understanding of the dictatorial regime, repression and the impacts of new labor legislation. The article identifies the disputes of memories about the dictatorial past present in the CNV's own report and points to the relevance of new research that emphasizes the experiences of the subalterns during the dictatorship, a fact that influences all the production of historical knowledge and its different uses, such as School education and repair policies.

Examining Common and Differential Influences of Factors on Low Reading Performers in PISA 2012 Results: Cases of Korea, Japan and Singapore

Along with writing and arithmetic, reading is essential for build ing learning competencies. Not only the accumulation of low reading achievements can adversely affect additional subject areas, but it can also prevent students from entering into higher education and impede future employment. As a whole, low reading achievements will deteriorate the quality of national education that may eventually deepen social inequal ity. This study analyzes the educational context variables affecting the reading achievement level in Korea, Japan and Singapore by utilizing the reading results of PISA 2012. We attempt to identify country-common and country-differential factors that result in low reading achievements in these three countries. All three countries are located in East Asia, and these countries are exam-oriented with a high priority on education. They also scored very highly on the PISA 2012 reading. However, the educa tional contexts placed in such diverse socio-cultural backgrounds inevita bly resulted in discrepant factors for low reading achievements. Based on these outcomes, this study suggests that first; there must be educational support for the “students vulnerable to low reading achievement”, who are equally affected by country-common factors. Also, school educational policy needs to support low reading achievers in Korea, Japan and Sin gapore by carefully considering the country-differential factors according to each country.

Philosophy, neuroscience and pre-service teachers’ beliefs in neuromyths: A call for remedial action

Hitherto, the contribution of philosophers to Neuroscience and Education has tended to be less than enthusiastic, though there are some notable exceptions. Meanwhile, the pervasive influence of neuromyths on education policy, curriculum design and pedagogy in schools is well documented. Indeed, philosophers have sometimes used the prevalence of neuromyths in education to bolster their opposition to neuroscience in teacher education courses. By contrast, this article views the presence of neuromyths in education as a call for remedial action, including philosophical action. The empirical basis of this article is a survey, conducted over a period of three years, involving a total of 1144 first-year pre-service student teachers, which revealed alarming levels of belief in five common neuromyths related to children and learning. This study also attempted to probe the origins of these mistaken beliefs and why they gain traction. The findings suggest an urgent need in teacher education to address the problem of neuromyths, not simply because they are mistaken, they often misdirect valuable resources and mislabel children. The article calls for a compulsory unit on neuroscience and education in all courses of teacher education. Moreover, teaching neuroscience in education cannot be left to specialist neuroscientists, philosophers must be involved.

学校と職業世界のあいだ : 戦後高校教育政策の転回と今日的課題(I 転機にある教育政策)

学校と職業世界のあいだ : 戦後高校教育政策の転回と今日的課題(I 転機にある教育政策)

Family and school social capital, school burnout and academic achievement: a multilevel longitudinal analysis among Finnish pupils

Research on the associations between family and school social capital, school burnout and academic achievement in adolescence is scarce and the results are inconclusive. We examined if family and school social capital at the age of 13 predicts lower school burnout and better academic achievement when graduating at the age of 16. Using data from 4467 Finnish adolescents from 117 schools and 444 classes a three-level multilevel analysis was executed. School social capital, the positive and supportive relationships between students and teachers, predicted lower school burnout and better academic achievement among students. Classmates’ family social capital had also significance for students’ academic achievement. Our results suggest that building school social capital is an important aspect of school health and education policies and practices.

Transformation of The System of Bilingual Education in The Republic of Tatarstan: Crossover Ethnolinguistic Controversies

The relevance of the problem range addressed in the study is conditioned by the system of education functioning under multiculturalism in modern polyethnic societies and their social stability much depending on the balanced use of languages of ethnoses that reside in the region as well as on the respectful attitude to their representatives in daily life. Thus, the system of education has to take into account the ethnic and religious, political, social and cultural requirements of the society offering high-quality education to the consumers according to their expectations. The objective of the paper consists in revealing the topical problems of regional educational reforms aimed at implementing the principle of bilingualism in polyethnic and polyreligious region of Russia – the Republic of Tatarstan. The representative mass survey of population of the Republic of Tatarstan and a series of in-depth narrative interviews with representatives of various generations of Tatarstan citizens as the main methods used in the research. Based on the sociological survey conducted within the research project Dynamics of real and conventional generations in information polyethnic and polyreligious society (a case study of the Republic of Tatarstan), the following findings have been made. Scientific justification of the language policy being implemented in the republic and of the methodological support of bilingual educational programs are of poor level. A higher education system segregated according to the information carrier language prevails. There also remains a crossover controversy expressed in discontent in both Russian-speaking and to a significant extent Tatar-speaking urban population with the school educational policy of bilingualism. Results of the research cited in the paper can be used by the state authorities of the republic for elaborating the optimum bilingual language policy as well as in the practice of educational institutions implementing the bilingual education.

A EDUCAÇÃO ESCOLAR INDÍGENA NO BRASIL: UMA ANÁLISE CRÍTICA A PARTIR DA CONJUNTURA DOS 20 ANOS DE LDB

This article aims at causing a reflection on the trajectory of Indigenous school Education in Brazil, taking as point of departure the twenty years of the Law of Directives and Bases for National Education (Portuguese: Lei de Diretrizes e Bases da Educacao Nacional ), Law 9394/96, as well as both backward and forward steps that took place during such historical period. Resulted from a process of organization and struggles of indigenous peoples and social movements, Indigenous School Education has been built from a tough dialectical process, which involved the Brazilian indigenous population, social movements and educational institutions along with the participation of scholars and researchers, majored in indigenous issues. Thanks to the involvement of all these social actors, conquests have taken place during these twenty years. Nevertheless, backward steps have also been present in the core of the transformations occurred in the mentioned time. Therefore, in this article, we intend to contribute to the national debate concerning the indigenous issues, pointing out the elements that contributed and/or impaired the process of consolidation of the Indigenous school educational policy in Brazil.

Analysis of Image of Meister High School Students by Industrial HR Managers

이 연구는 산업체 HR 담당자가 기대하는 마이스터고 학생 이미지와 현재 인식하는 이미지의 차이를 분석하여, 학교 교육과 취업 정책 발전 방안에 기초자료를 제공하고자 한다. 이를 위하여, Osgood(1957)이 개발한 의미 분별법을 조사도구로 선정하였으며, 마이스터고 학생에 관한 이미지를 조사하기 위해 Osgood이 제안한 50개의 형용사군과 선행연구들이 추가로 사용한 21개의 형용사군 중 전문가 10명의 타당도 검사를 거쳐 내용타당도 값을 충족시키지 못하는 형용사를 제외하고 최종 20개의 형용사를 선정하였다. 완성된 설문지를 광역권, 비 광역권으로 비율표집을 통하여 최종 표본 350개를 선정하였으며, 총 600개의 설문지를 발송하여 230개의 설문지를 회수하였다. 회수율은 38.3%로 나타났다. 결과는 다음과 같다. 첫째, 산업체 HR 담당자가 기대하는 마이스터고 학생의 이미지는 평균 2.49로 나타나 긍정적인 이미지를 기대한다고 할 수 있다. 또한 형용사를 그룹화 하기 위하여 요인분석을 한 결과 3개의 요인인 외면적 요인, 사고방식 요인, 내면적 요인으로 도출되었다. 둘째, 산업체 HR 담당자가 현재 인식하는 마이스터고 학생의 이미지는 평균 3.24로 나타나 긍정적인 이미지로 마이스터고 학생을 인식한다고 할 수 있다. 셋째, 산업체 HR 담당자가 현재 인식하는 마이스터고 학생 이미지는 기대하는 마이스터고 학생 이미지에 미치지 못하는 것으로 나타났다.The purpose of this study is to provide basic data for the development of school education and employment policy by analyzing the differences between image of meister high school students anticipated by industrial HR managers and image actually perceived. For this, semantic differential method developed by Osgood (1957) was selected as the study tool. To find out images of meister high school students, validity of 50 adjectives suggested by Osgood and 21 additional adjectives used in previous studies was reviewed by 10 experts. Final 20 adjectives were selected by excluding adjectives that fail to satisfy validity of contents. Proportional sampling in metropolitan and non-metropolitan areas was done to select 350 final survey samples. A total of 600 surveys were distributed and 230 were returned. Return rate was 38.3%. The results of this study are as follows. First, image of meister high school students anticipated by industrial HR managers showed average score of 2.49, which indicates a positive image. In addition, factor analysis was performed to classify adjectives into groups, and they were divided into three factors including external factor, way of thinking factor, and internal (personality) factor. Second, image of meister high school students currently perceived by industrial HR managers showed average score of 3.24, which indicates a positive image. Third, image of meister high school students currently perceived by industrial HR managers was not as positive as image they anticipate.

National Plan for School Improvement and Students First: the predictable nature of school education policy and the problem of student achievement

ABSTRACT This paper explores two Australian school education policy documents and the inputs they describe to boost student achievement. The paper suggests that current reform efforts in schooling like others previously configure student achievement in input–output terms confining school education policy to predictable inputs that sideline broader influences on educational output including, for instance, school funding. The national policy documents that are the subject of the case study in this paper are the National Plan for School Improvement and the current Students First. Student achievement is explored as an object of study that can be worked on by policy, including for across-the-board national ‘non-educational’ purposes. The analysis, critical in outlook, suggests that current school education policy trades on a predictable set of evidence-based inputs as correctives to declining levels of student achievement without weaving into the student learning equation the complex mix of relations that frame the educational system.

Assessing the productivity of schools through two “what works” inputs, teacher quality and teacher effectiveness

This paper is a critique of the school education productivity evaluation and two research constructs germane to it, teacher quality and teacher effectiveness. The paper will argue that policy inceptions of teacher quality and teacher effectiveness proxy for the productive capacity of schools and more broadly, school systems. Student achievement scores as determined by high stakes testing are the school education outputs of policy significance in current times while inputs thought to matter are increasingly tapered towards the particular characteristics of classroom teachers, specifically their quality (usually credentials) and effectiveness (teaching behaviours). The paper finds that attributing school system success largely to teachers and their work, especially in terms of their classroom teaching practice(s), distorts the school education policy agenda so that evaluations of school productivity purely serve accountability purposes.

VAI TRÒ CỦA NHÂN VIÊN CÔNG TÁC XÃ HỘI VÀ CÔNG TÁC TRUYỀN THÔNG TRONG VIỆC NÂNG CAO HIỆU QUẢ THỰC HIỆN CHÍNH SÁCH GIÁO DỤC – ĐÀO TẠO TRONG CÁC TRƯỜNG PHỔ THÔNG Ở VIỆT NAM HIỆN NAY

VAI TRÒ CỦA NHÂN VIÊN CÔNG TÁC XÃ HỘI VÀ CÔNG TÁC TRUYỀN THÔNG TRONG VIỆC NÂNG CAO HIỆU QUẢ THỰC HIỆN CHÍNH SÁCH GIÁO DỤC – ĐÀO TẠO TRONG CÁC TRƯỜNG PHỔ THÔNG Ở VIỆT NAM HIỆN NAY

An Evaluation of Secondary School Principals Leadership Roles and Student Participation in Sporting Activities in Nyandarua County, Kenya.

The purpose of this study was to assess the influence of secondary school principals’ leadership roles in development of students’ non-academic talents in Nyandarua County Kenya. Specifically, this study sought to establish the influence of secondary school principals’ leadership roles on students’ participation in sporting activities in Nyandarua County; whether there a relationship between secondary school principals’ leadership role of preparing school calendar of events and development of learners’ non-academic talents in Nyandarua County; and whether there is a relationship between secondary school principals’ leadership role of guiding and counseling and development of learners’ non-academic talents in Nyandarua County. Survey research design was used while quantitative research strategy was used in this study. The target population comprised of 185 principals from 185 secondary schools in Nyandarua County. Questionnaires were used to collect data from a sample of principals. Stratified random sampling technique was used toarrive at the sample for this study. Data was analysed using paired t-tests with the help of Statistical Package for Social Sciences (SPSS) while results were presented in Tables. The study revealed that development of learners’ non-academic talents was being affected by inadequate training for the principals and lack of recognition of students who excel in non-academic talents. The study recommended that secondary school education policy makers, MOE officials, principals and teachers give development of learners’ non-academic talents as much emphasis as the academic talents development.

The Identification of Factors Affecting the Development and Practice of School-Based Counseling in Different National Contexts: A Grounded Theory Study Using a Worldwide Sample of Descriptive Journal Articles and Book Chapters

A grounded theory methodology was used to analyze articles and book chapters describing the development and practice of school-based counseling in 25 different countries in order to identify the factors that affect development and practice. An 11-factor analytic framework was developed. Factors include: Cultural Factors, National Needs, Larger Societal Movements, Models of School Counseling, Laws and Educational Policy, Characteristics of the Public Education System, The Counseling Profession, Research and Evaluation, Related Professions, Community Organizations or NGO Coalitions, and Local Stakeholder Perceptions. The utility of this analytic framework in promoting understanding of the development and practice of school-based counseling in individual countries and in facilitating comparative analyses across countries is illustrated.

Territórios etnoeducacionais: ressituando a educação escolar indígena no Brasil

Resumo Neste artigo apresentamos um estudo do decreto presidencial nº 6.861, que criou os Territórios Etnoeducacionais, discorrendo sobre possíveis mudanças que o documento anuncia para a política escolar indígena no Brasil, desde 2009, ano de sua edição, até outubro de 2013, quando foi publicada a portaria nº 1.062, do Ministério da Educação, instituindo o Programa Nacional dos Territórios Etnoeducacionais. Metodologicamente, assentamos o pensamento numa metáfora que teve como inspiração a instalação artística "Nosso Norte é o Sul", de Yanagi Yukinori (8ª Bienal do Mercosul, Porto Alegre, RS, 2011), cujo "território das formigas", construído ao longo do evento, se mostrou fecundo para pensar possibilidades vislumbradas a partir desses documentos. O decreto e a portaria, ao ressituarem a política de educação escolar indígena, interferem não só na organização territorial, mas principalmente nas formas de gestão e condução das escolas, inserindo com maior ênfase o protagonismo ameríndio nos processos de educação escolar.

Relational Aggression in School Settings: Definition, Development, Strategies, and Implications

Relational aggression (RA) is a nonphysical form of aggression whereby the perpetrator's goal is to inflict or threaten damage to relationships, including harm to the target child's social standing or reputation. This form of aggression may result in long-term psychological harm to victims. This article defines RA, summarizes its development, and highlights some recent prevention and intervention strategies to address RA in early childhood and elementary school settings. Studies span across urban, suburban, and rural schools, along with various ethnic, racial, and socioeconomic groups. Although most interventions are universal in scope, designed to prevent the onset of RA, some target specific groups at risk of developing RA, such as girls. Of the 13 programs reviewed, 12 are classroom-based prevention programs, with the length of implementation ranging from six weeks to three years. Several longitudinal studies are presented (covering at least two academic years). RESULTS indicate that although most interventions decrease relationally aggressive behaviors and increase prosocial behaviors, effect sizes of interventions vary. Whole-school antibullying programs do not appear to be effective. Suggestions for incorporating new interventions are given, along with implications for school social work practice, education policy, and intervention research. Language: en

School System and Educational Policy in a Highly Stratified Post-Soviet Society: The Importance of Social Context

This article presents the results of a study on Russian education policy. It explores how compulsory and secondary education meet contemporary social challenges, and how they should be adjusted to account for acute social inequality. The authors present evidence of the growing social polarization in post-Soviet Russia. This is discussed against the current situation in compulsory and secondary education, which is characterized by strong differentiation between schools in terms of their performance, enrollment, and availability of resources. They further discuss the possible impact of major turns in Russia’s education policy on the processes of social stratification, and whether it was effective enough to provide equal access to quality education for all social groups. The analysis concludes by making several suggestions about how education policy in Russia needs to be adjusted for it to become more targeted and relevant to the context in which its education institutions operate.

‘To educate you to be smart’: disaffected students and the purpose of school in the (not so clever) ‘lucky country’

This paper contributes to conversations about school, post-compulsory and further education policy by reporting findings from a three-year study with disaffected students who have been referred to special ‘behaviour’ schools. Contrary to popular opinion, our research finds that these ‘ignorant yobs’ do value education and know what it is for. They also have aspirations for a secure, productive and fulfilled life, although it may not involve university-level study. Importantly, we found that students who responded negatively with regard to the importance of schooling tended to envision future lives and occupations for which they believed school knowledge was unnecessary. The implications of this research for school, post-compulsory and further education policy are discussed.