Education Policy Studies Research Articles

Making the Unequal Metropolis: School Desegregation and its Limits by Ansley T. Erickson. Chicago: University of Chicago Press, 2016. 416 pp., $40.00.The Color of Law: A Forgotten History of How Our Government Segregated America by Richard Rothstein. New York: Liveright Publishing, 2017. 368 pp., $27.95.

Previous article No AccessBook ReviewsMaking the Unequal Metropolis: School Desegregation and its Limits by Ansley T. Erickson. Chicago: University of Chicago Press, 2016. 416 pp., $40.00. The Color of Law: A Forgotten History of How Our Government Segregated America by Richard Rothstein. New York: Liveright Publishing, 2017. 368 pp., $27.95.Bryan A. MannBryan A. MannUniversity of Alabama Search for more articles by this author Bryan A. Mann is an assistant professor in the University of Alabama Department of Educational Leadership, Policy, and Technology Studies. His research focuses on education policy and leadership, social foundations of education, alternative models of schooling, charter schools, and school choice.PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by American Journal of Education Volume 124, Number 3May 2018 Sponsored by the Penn State College of Education Article DOIhttps://doi.org/10.1086/697068 Views: 161Total views on this site For permission to reuse, please contact [email protected]PDF download Crossref reports no articles citing this article.

Sticking and tipping points: a case study of preschool education policy and practice in Astana, Kazakhstan

ABSTRACTThis article presents a case study exploring how national guidance for kindergartens in Kazakhstan was interpreted in practice. Document analysis of the State Education Standards of Preschool Upbringing and Education, together with stakeholder interviews and observations of six Astana kindergarten settings, illustrates how competing perspectives on preparing children for school can both promote and limit opportunities for child-led activity in early education. The article considers postcolonial and neocolonial pasts and their potential to influence the present, identifying potential sticking points that may limit change processes. The article suggests processes for building locally grounded praxis in order to create tipping points where child-initiated pedagogy could become a more frequent feature of practice.

Stories Small and Tall: A Celebration of Andreas Kazamias’s Praxis

Thirteen years ago, I was hired by the Department of Educational Policy Studies at the University of Wisconsin–Madison, as an assistant professor in comparative and international education (CIE). A...

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.

The One Voice Project: A Case of Complexity in Community-Driven Education Reform

This case represents an effort to connect academic learning with educational reform in real time. It describes a district initiative to meaningfully engage a skeptical community and the subsequent attempts of university-based researchers to provide further entry points into the perspectives and concerns of educational partners. What is compelling about the ensuing case is its relevancy to current graduate students in educational leadership and policy studies, many of whom are still grappling with distinctions between theory and practice, and their evolving role(s) in improving schools at the local and national levels. Education discourses continue to make evident the tensions between academic knowledge and the priorities of field practitioners. Consequently, this anonymous case provides an opportunity to consider how one (e.g., graduate student, university-based teacher/researcher) might negotiate potentially conflicting demands and respond to the most immediate needs of the surrounding community. This case follows university-based staff, Johnathon Greene, and student researchers, Nia Williams and Micah Robinson, as they are called upon by a newly appointed superintendent, Dr. Elaine Shull, to help facilitate the process of “listening” to and understanding the needs of the College Park Public School community. How might this type of collaboration create new opportunities for learning, professional development, and strategic action?

Reflexões sobre o objeto de estudo da política educacional

O artigo apresenta reflexões sobre o objeto de estudo da política educacional e como os pesquisadores têm trabalhado com esse objeto. Demonstra-se que o objeto de estudo da política educacional é a análise das políticas produzidas pelo Estado (atos do Estado), as quais são criadas na tentativa de resolver problemas existentes e atender demandas da população. Com base em Dale (2012) argumenta-se que os pesquisadores atingem níveis diferenciados de abstração (descrição, generalização empírica, formulação de conceitos/categorias e geração de teorias), aos quais correspondem a diferentes níveis de abordagem: eventos, mecanismos e estruturas (SAYER, 1984). Conclui-se que os estudos de natureza teórica sobre a pesquisa no campo da política educacional emergem como essenciais no campo, o qual requer mais estudos que desvelem aspectos relacionados aos mecanismos e estruturas da política educacional.

The Possibility of Normative Study of Comparative Education Policy from the Perspective of Educational Borrowing

The Possibility of Normative Study of Comparative Education Policy from the Perspective of Educational Borrowing

教育政策研究の課題(I 課題論文I「教育政策研究の課題」)

教育政策研究の課題(I 課題論文I「教育政策研究の課題」)

「55年体制」と教育政策の展開(I 課題論文I「教育政策研究の課題」)

「55年体制」と教育政策の展開(I 課題論文I「教育政策研究の課題」)

School district consolidation policies: endogenous cost inefficiency and saving reversals

Some education policy studies suggest that consolidation of public school districts saves resources. However, endogeneity in cost models would result in incorrect estimates of the effects of consolidation. We use a new stochastic frontier methodology to examine district expenditures while handling endogeneity. Using the data from California, we find that the effects of student achievement and education market concentration on expenditure per pupil are substantially larger when endogeneity is handled. Our findings are robust to concerns such as instrumental variable adequacy and spatial interactions. Our consolidation simulations indicate that failure to address endogeneity can result in unrealistic expectations of savings.

戦後日本の教育政策研究における「民族」把握の諸相 : その方法論的考察(III 投稿論文)

戦後日本の教育政策研究における「民族」把握の諸相 : その方法論的考察(III 投稿論文)

教育政策と教育学研究との対話 : 教育学は政策学たりうるのか(公開シンポジウムI,日本教育学会第66回大会報告)

教育政策と教育学研究との対話 : 教育学は政策学たりうるのか(公開シンポジウムI,日本教育学会第66回大会報告)

About Testing, Tracking, and School Choice with Professor Adam Gamoran

Professor Adam Gamoran is the president of the William T. Grant Foundation (http://wtgrantfoundation.org/whoweare). He came to the Foundation from the University of Wisconsin-Madison, where he held the John D. MacArthur Chair in Sociology and Educational Policy Studies. In a research career spanning three decades, Adam conducted a wide range of studies focusing on inequality in education and school reform. Among his major works were a series of studies on tracking and ability grouping that identified consequences for student achievement and revealed the mechanisms through which those consequences occurred. Subsequent studies examined interventions to improve performance and reduce learning gaps, assessed through large-scale cluster-randomized trials. He was a Fulbright Scholar in the United Kingdom. He is an elected member of the National Academy of Education and the American Academy of Arts and Sciences, and was twice appointed by President Obama to serve on the National Board for Education Sciences. As president of the William T. Grant Foundation, Professor Gamoran has prioritized supporting research to deepen our understanding of the programs, policies, and practices that reduce inequality in youth outcomes, and to understand and improve the use of research evidence in decisions that affect young people. In 2013, Professor Gamoran received the Spencer Foundation Award for contributions to research on education policy from the Association for Public Policy and Management, and in 2014 he was honored with the award for Distinguished Contributions to Research in Education from the American Educational Research Association. In May 2015, he was a key-note speaker at the conference “School tracking: diverse mechanisms, effects and policy responses” that took place at the Faculty of Education, Charles University in Prague. His presence in Prague was a valuable opportunity to discuss approaches to tracking, school choice and educational policy in general and ask him many questions from the perspective of a small educational researchers’ community in Central Europe with its limited research funding and rather heated debate about equity and tracking. Nevertheless, we believe that Professor Adam Gamoran’s deep insight might be an eye-opening experience and an inspiring reading also for many other readers of our journal. (The second part of the interview about the research-policy relationships and research funding in the United States will be published in some of the next issues of our journal.) The questions were asked by David Greger (DG) and Jaroslava Simonova (JS).

The politics of early school leaving: how do the European Union and the Spanish educational authorities ‘frame’ the policy and formulate a ‘theory of change’

The article analyses the interaction between the European Commission and a sample of educational authorities in Spain with regard to the policy against early school leaving. Although this member state scores the highest proportion of early school leavers, apparently it is not adopting some key recommendations issued by the Commission. In fact, while educational policy studies regret this ‘resistance’, studies on EU policies suggest that the EU and the states normally negotiate the ambition and the evaluation of policies in complex ways. In this vein, the article draws on a method of discourse analysis to observe to what extent these educational authorities ‘frame’ the policy in the same terms and share a similar rationale or ‘theory of change’. In brief, the findings point out that the EU, the Government of Spain and two significant regional governments retrieve a similar ‘frame’ but do not agree regarding the ‘theory of change’.

教育政策研究の視座と課題(I 教育政策研究の視角と方法)

教育政策研究の視座と課題(I 教育政策研究の視角と方法)

教育政策研究の「ゆくえ」(I 教育政策研究の視角と方法)

教育政策研究の「ゆくえ」(I 教育政策研究の視角と方法)

教育政策研究の諸モデル : 規範性と実証性の関係再構築に向けて(I 教育政策研究の視角と方法)

教育政策研究の諸モデル : 規範性と実証性の関係再構築に向けて(I 教育政策研究の視角と方法)

History, Pending

Tesconi-Warren collaborations began 50 years ago at the University of Illinois-Chicago, then abbreviated fondly as “Chicago Circle,” perhaps the only American institution of higher learning named for a traffic-control installation. We offered Foundations courses in teacher preparation programs of the College of Education, occasionally as a team. Our wives and children became friends. Van Cleve Morris was our dean and president of the American Educational Studies Association (AESA) around the time Tesconi brought Warren into the young association early in the 1970s. We jointly designed a PhD specialization in education policy studies and secured grants to support multicultural curriculum development and recruitment of American Indian students from Chicago's Native community. Later, we went separate ways. Our work became more administrative, Tesconi as dean of education and social services at the University of Vermont and American University and Warren in a similar capacity at Indiana University. This article relies extensively on personal memories, refreshed and fact-checked through AESA archives. Readers may find it fantastical and on some points mistaken. But the want of a history of AESA makes searching its past for coherence a stagger through patchy recollections. Believing is seeing. Although our association experiences have extended across 5 decades, the ones we emphasize here occurred in the 1970s and 1980s. All had rippling effects. Specifically, we cite Pride and Promise, an AESA-sponsored publication in 1984; enactment of standards for assessing Foundations courses and sequences in professional education programs; and the AESA campaign to establish what was originally called the Council of Learned Societies in Education, a bonding of Foundations-related associations subsequently renamed the Council for Social Foundations of Education (American Educational Studies Association, 2017, sec. 1978; Tozer, Gallegos, Henry, Greiner, & Price, 2011).An AESA narrative should be constructed as multiple stories with shifting centers of gravity, a design permitting transdisciplinary understanding of how diversity can grow as one without compromising unique traits and histories. Sturdy purposes, reinterpreted and reaffirmed, injected the powerful secret ingredients. The association has always been hydra-headed, but united nonetheless. Membership analyses would confirm whether the guesses have merit. AESA has changed without coherently pinpointing when, how, and why. It devised long-range plans but did not follow them religiously. The flexibility may well have proved to be an asset.

Thinking Critically in Space: Toward a Mixed-Methods Geospatial Approach to Education Policy Analysis

This paper suggests that synergies can be produced by using geospatial analyses as a bridge between traditional qualitative-quantitative distinctions in education research. While mapping tools have been effective for informing education policy studies, especially in terms of educational access and choice, they have also been underutilized and underdeveloped. This paper focuses on the potential benefits of expanding geospatial analysis, which has traditionally been heavily quantitative in its orientation, by incorporating qualitative research, including the accounts of lived experiences and perceptions that guide and shape institutional and individual behaviors and decisions. To that end, the paper proposes an agenda for mixed-methods research by drawing on new advances in the fields of human and critical geography.

The ontological politics of evidence and policy enablement

Ontological politics has received increasing attention within education policy studies, particularly as a support for the notion of policy enactment. While policy enactment offers serious challenges to traditional approaches toward policy implementation, this paper takes up ontological politics as a concept that extends beyond implementation and holds consequences for policy formation as well. Analysing the different uses of evidence in recent policy documents from Aotearoa New Zealand, this paper argues that an ontological politics of evidence grounds policies in ways that define what can and cannot be enacted, what this paper terms policy enablement. The analyses illustrate an ontological politics of evidence that excludes non-experts in the first instance, and that sanitises the critical elements of enactment in the second. Both analyses highlight the ways policy enablement emerges from ontological politics and offers a supplement to policy enactment. Following these analyses, the paper offers some provisional thoughts on the relationship between enablement and enactment as an approach that attends to context as a constitutive element of policy-making.