E-Book, Englisch, Band 13, 645 Seiten
Bascia / Cumming / Datnow International Handbook of Educational Policy
2005
ISBN: 978-1-4020-3201-1
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark
E-Book, Englisch, Band 13, 645 Seiten
Reihe: Springer International Handbooks of Education
ISBN: 978-1-4020-3201-1
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark
This Handbook is for policy researchers, analysts, academics and graduate students interested in educational policy, educational reform, educational governance and leadership, teacher quality, literacy, and workplace learning. This Handbook is the only one of its kind. It has over fifty chapters written by nearly ninety leading researchers from a number of countries and presents contemporary and emergent trends in educational policy research. It captures many of the current dominant educational policy foci, situating current understandings historically, in terms of both how they are conceptualized and in terms of past policy practice. The chapters are empirically grounded, providing illustrations of the conceptual implications contained within them as well as allowing for comparisons across them. The self-reflexivity within chapters with respect to jurisdictional particularities and contrasts allows readers to consider not only a range of approaches to policy analysis but also the ways in which policies and policy ideas play out in different times and places. Sections cover the contemporary strategic emphasis on large-scale reform; substantive emphases at several levels - on leadership and governance, improving teacher quality and conceptualizing learning in various domains around the notion of literacies and concluding, finally, with a contrasting topic, workplace learning, which has had less policy attention and thus allows readers to consider both the advantages and disadvantages of learning and teaching under the bright gaze of policy.
Zielgruppe
Policy researchers, analysts, academics and graduate students interested in educational policy, educational reform, educational governance and leadership, teacher quality, literacy, and workplace learning Comparative Education, Leadership & Administration, Educational Policy
Autoren/Hrsg.
Fachgebiete
- Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungsökonomie
- Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
- Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung
- Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Vergleichende und Empirische Bildungsforschung
Weitere Infos & Material
1;International Handbook of Educational Policy Part One;4
1.1;TABLE OF CONTENTS;6
1.2;INTRODUCTION;11
1.3;ACKNOWLEDGMENTS;37
1.4;SECTION 1 Large-Scale Reform;38
1.4.1;1 GLOBALIZATION AND EDUCATIONAL CHANGE: NEW POLICY WORLDS;39
1.4.1.1;What is globalization?;39
1.4.1.2;Globalization and Educational Policy;43
1.4.1.3;Conclusion;49
1.4.1.4;Notes;49
1.4.1.5;References;50
1.4.2;2 MARKETIZATION IN EDUCATION: LOOKING BACK TO MOVE FORWARD WITH A STRONGER CRITIQUE;54
1.4.2.1;The Roaring 20s and Educational Policy: The Factory Model Schools;55
1.4.2.2;In Search of Greater Efficiency in Education;57
1.4.2.3;Our More Recent History: From the Factory Model to Downsizing Public Schools;64
1.4.2.4;Education Reform in Another Free-Market Era;68
1.4.2.5;Conclusion;82
1.4.2.6;References;82
1.4.3;3 MULTICULTURAL EDUCATION IN THE UNITED STATES AND CANADA: THE IMPORTANCE OF NATIONAL POLICIES;87
1.4.3.1;Meanings of Multiculturalism;87
1.4.3.2;Inclusion and Exclusion: The 1980s and 1990s;98
1.4.3.3;Equality for All: The 2000s;101
1.4.3.4;Conclusion: Reclaiming Democracy and Citizenship;103
1.4.3.5;Notes;105
1.4.3.6;References;105
1.4.4;4 INTERNATIONAL COMPARATIVE STUDIES OF EDUCATION AND LARGE-SCALE CHANGE;109
1.4.4.1;Introduction;109
1.4.4.2;Functions and Purposes of International Studies in Education;110
1.4.4.3;Major International Comparative Studies and their Relationship to Policy Making;112
1.4.4.4;Impact of International Comparative Studies Across Developed and Developing Contexts;118
1.4.4.5;Re.ection on the Policy Relevance of International Comparative Studies for Large-scale Educational Change;125
1.4.4.6;Issues and Challenges for International Comparative Studies to Contribute to Large-scale Educational Change;128
1.4.4.7;Conclusion;131
1.4.4.8;Acknowledgements;131
1.4.4.9;Notes;131
1.4.4.10;References;132
1.4.5;5 A CHANGED POLICY ENVIRONMENT FOR US UNIVERSITIES;134
1.4.5.1;Evolving State Policy toward Higher Education;135
1.4.5.2;Expanding Federal Policy affecting Higher Education;139
1.4.5.3;Discussion and Conclusions;143
1.4.5.4;Note;145
1.4.5.5;References;145
1.4.6;6 THE IMPLICATIONS OF POLICY DECISIONS ON PRACTICES IN EARLY CHILDHOOD EDUCATION;148
1.4.6.1;Policies Affecting Preschool and Kindergarten Attendance;149
1.4.6.2;Head Start Reauthorization Act of 1998;152
1.4.6.3;No Child Left Behind Act;156
1.4.6.4;Head Start National Reporting System;158
1.4.6.5;Summary and Conclusions;161
1.4.6.6;Note;163
1.4.6.7;References;163
1.4.7;7 POLICY-PRACTICE CONNECTIONS IN STATE STANDARDS-BASED REFORM;166
1.4.7.1;Theory of Action: Theme and Variations;167
1.4.7.2;Implementation and System Impacts Under Standards-based Reform;169
1.4.7.3;Teachers’ Response to Standards-based Reform;172
1.4.7.4;Mediating Forces and Conditions;177
1.4.7.5;Conclusion: Progress and Dilemmas;178
1.4.7.6;Notes;180
1.4.7.7;References;180
1.4.8;8 INFORMED CONSENT? ISSUES IN IMPLEMENTING AND SUSTAINING GOVERNMENT-DRIVEN EDUCATIONAL CHANGE;185
1.4.8.1;Government-driven Reform;186
1.4.8.2;The Key Stage 3 Strategy for 11–14 Year Olds;186
1.4.8.3;Conclusion;201
1.4.8.4;Notes;201
1.4.8.5;References;202
1.4.9;9 SCHOOL DISTRICT-WIDE REFORM POLICIES IN EDUCATION;205
1.4.9.1;Defining Policy;205
1.4.9.2;Scope of District-wide Reform and Improvement;206
1.4.9.3;Why Inquire about District Policy Role in Educational Change?;207
1.4.9.4;District Reform Policy: Strategic Approaches to Change;209
1.4.9.5;Policy Instruments and Reform Policies at the District Level;211
1.4.9.6;The Road Forward;223
1.4.9.7;References;224
1.4.10;10 FIVE KEY FACTORS IN SUPPORTING COMPREHENSIVE SCHOOL REFORM;227
1.4.10.1;Background on Comprehensive School Reform;227
1.4.10.2;Methods;229
1.4.10.3;Factors in Successful Comprehensive School Reform;232
1.4.10.4;Conclusion and Implications;240
1.4.10.5;Notes;245
1.4.10.6;References;245
1.5;SECTION 2 Leadership and Governance;248
1.5.1;11 KNOWLEDGE PRODUCERS AND POLICYMAKERS: KISSING KIN OR SQUABBLING SIBLINGS?;249
1.5.1.1;What are we Talking About? Key De.nitions and Perspectives on Dissemination and Knowledge Use;250
1.5.1.2;Policy Makers as Promoters of Knowledge Use: A Quick Trip Down Memory Lane;252
1.5.1.3;Help is on the Way: The Regional Educational Laboratories and Assistance Centers;253
1.5.1.4;Bringing Politics Back In;254
1.5.1.5;The Behavior of the Policy User(s);258
1.5.1.6;Bringing the Organizational Setting Back In;261
1.5.1.7;Needed Research;264
1.5.1.8;Notes;265
1.5.1.9;References;265
1.5.2;12 LINKAGES BETWEEN FEDERAL, STATE AND LOCAL LEVELS IN EDUCATIONAL REFORM;269
1.5.2.1;Theoretical Framework;270
1.5.2.2;The Most Important Systemic Linkages in School Reform;271
1.5.2.3;Federal, State/Provincial Financial Support for Public Schools and for Reform;271
1.5.2.4;Ideological Linkages or Shared Values, Vision and Goals Across Reform Stakeholders;279
1.5.2.5;What Systemic Linkages are Less E.ective in Producing Sustainable School Reform?;280
1.5.2.6;Linkages Between State-Federal Levels and Local Levels that are Simply Funding Streams and No More;281
1.5.2.7;Rewards and Sanctions that are Not Accompanied by Capacity Building;282
1.5.2.8;Implications and Directions for Future Research;282
1.5.2.9;Notes;283
1.5.2.10;References;284
1.5.3;13 EDUCATIONAL GOVERNANCE REFORMS: THE UNCERTAIN ROLE OF LOCAL SCHOOL BOARDS IN THE UNITED STATES;290
1.5.3.1;School Board Reforms;292
1.5.3.2;Educational Governance Reforms;295
1.5.3.3;Conclusion;304
1.5.3.4;Acknowledgements;305
1.5.3.5;References;305
1.5.4;14 ACCOUNTABILITY POLICIES AND THEIR EFFECTS;309
1.5.4.1;A Need for Caution?;312
1.5.4.2;A Way Forward: Appropriate Assessment Tools, Evidence And Development;317
1.5.4.3;Appropriate Assessment Tools;318
1.5.4.4;Conclusion;319
1.5.4.5;References;320
1.5.5;15 PARENT AND COMMUNITY INVOLVEMENT IN SCHOOLS: POLICY PANACEA OR PANDEMIC?;323
1.5.5.1;Overview;323
1.5.5.2;Why Now?;324
1.5.5.3;What’s the Aim? Starting with the Students: Connecting Policy to Practice and Process with Demonstrated Results for Children;326
1.5.5.4;Other Aims and Costs;328
1.5.5.5;Conceptual Models: Typology, Psychology, and Ecology;330
1.5.5.6;Diversity and Outreach, or Only the Rich Get Richer;333
1.5.5.7;Evidence on Parent Involvement and Children’s School Readiness;334
1.5.5.8;Governance, School Councils, and School-based Reform;337
1.5.5.9;The Role of Parent/Community Involvement in Comprehensive School Reform;340
1.5.5.10;From Comprehensive School Reform to Comprehensive Community Reform;343
1.5.5.11;National School Reform – The US and UK examples;345
1.5.5.12;Conclusion;349
1.5.5.13;Acknowledgements;351
1.5.5.14;References;351
1.5.6;16 DEMOCRATIC VALUES IN BUREAUCRATIC STRUCTURES: INTERROGATING THE ESSENTIAL TENSIONS;356
1.5.6.1;Framing Democracy and Democratic Values: Competing Conceptions;358
1.5.6.2;The Promise of Public Democracy in Education: Democracy in Education;360
1.5.6.3;Privatized Democracy in Education: Education for Democracy;363
1.5.6.4;Today’s Tensions: Some Concluding Thoughts;366
1.5.6.5;Notes;371
1.5.6.6;References;372
1.5.7;17 APPROACHES TO THE FUNDING OF SCHOOLS AND THEIR EFFECTS ON CAPACITY;377
1.5.7.1;How Much is Enough? Determining the Adequacy of Funding for Schools;380
1.5.7.2;The Evolution of Formula Funding: From Where Did it Come and on What Principles is it Based?;384
1.5.7.3;What is a School Funding Formula? How Do We Know One When We See it?;386
1.5.7.4;What is a Funding Formula Supposed to Do?;387
1.5.7.5;How Do We Know Whether or Not a Formula is Working?;390
1.5.7.6;Implications for Policy;394
1.5.7.7;References;395
1.5.8;18 FORMULAIC APPROACHES TO THE FUNDING OF COLLEGES AND UNIVERSITIES;397
1.5.8.1;Introduction;397
1.5.8.2;Why Do We Need Funding Formulas? What Do We Want Them To Do?;398
1.5.8.3;A Brief Lexicon of Formula Funding;399
1.5.8.4;The Arithmetic of Funding Formulas;407
1.5.8.5;What Formulas Cannot Do;409
1.5.8.6;Formulas and Diversity;412
1.5.8.7;The Future of Formula Funding for Higher Education;414
1.5.8.8;References;415
1.5.9;19 THE UK POLICY FOR SCHOOL LEADERSHIP: UNEASY TRANSITIONS;418
1.5.9.1;A Brief History: From Acceptance to Accountability;418
1.5.9.2;The Fashioning of a New Agenda for Schools;420
1.5.9.3;The Performativity Culture and School Leadership: Right versus Right;422
1.5.9.4;Dilemmas and Paradoxes for School Leaders in Times of Change;424
1.5.9.5;The Rise of Values Led Leadership;425
1.5.9.6;Tensions, Dilemmas and Tough Choices;427
1.5.9.7;Working with Policy: Beyond Transformational Leadership;433
1.5.9.8;The New Standards, Leadership Training, Compliancy and the Powerful In.uence of Policy;435
1.5.9.9;The National College for School Leadership: A New Agenda;438
1.5.9.10;Leading Schools in Challenging Circumstances: One Size Does Not Fit All;440
1.5.9.11;Endnote;442
1.5.9.12;References;442
1.5.10;20 EDUCATIONAL LEADERSHIP IN POLICY CONTEXTS THAT STRIVE FOR EQUITY;446
1.5.10.1;Changing the Culture of the School to be More Inclusive of Diverse Students;448
1.5.10.2;Improving Teaching and Learning Processes to Bene.t All Students;451
1.5.10.3;Strengthening Relationships Among Schools, Families, and Communities;455
1.5.10.4;Building Capacity to Produce Equitable Learning Outcomes in Schools;457
1.5.10.5;Conclusion;458
1.5.10.6;References;459
1.5.11;21 ACCOUNTABLE SCHOOLS AND THE LEADERSHIP THEY NEED;464
1.5.11.1;Introduction;464
1.5.11.2;Leadership Capacities for Successfully Implementing Accountability Policies;465
1.5.11.3;Market Approaches to Accountability;467
1.5.11.4;Decentralization Approaches to Accountability;470
1.5.11.5;Professional Approaches to Accountability;472
1.5.11.6;Management Approaches;474
1.5.11.7;Conclusion;475
1.5.11.8;Speed;476
1.5.11.9;Scale;477
1.5.11.10;Evidence;477
1.5.11.11;Form;478
1.5.11.12;Notes;479
1.5.11.13;References;479
1.5.12;22 THE RECRUITMENT AND RETENTION OF SCHOOL LEADERS: UNDERSTANDING ADMINISTRATOR SUPPLY AND DEMAND;482
1.5.12.1;Caveats;484
1.5.12.2;The Movement to Reform Public Education;484
1.5.12.3;Reforming Administrator Preparation;485
1.5.12.4;The Supply, Demand and Changing Demographics of School Leadership;486
1.5.12.5;Career Choices and the Finacial Rewards of School Leadership;488
1.5.12.6;Who Enters School Administration?;489
1.5.12.7;Changing Conditions in the Public School Workplace;491
1.5.12.8;Reforming Administrator Preparation, Again?;492
1.5.12.9;Conclusions;493
1.5.12.10;Notes;493
1.5.12.11;References;494
2;International Handbook of Educational Policy Part Two;498
2.1;TABLE OF CONTENTS;500
2.2;SECTION 3 Teaching Quality;505
2.2.1;23 TEACHER CERTIFICATION POLICY: MULTIPLE TREATMENT INTERACTIONS ON THE BODY POLITIC;506
2.2.1.1;International Comparisons;507
2.2.1.2;Historical and Current Issues in Teacher Certi.cation;508
2.2.1.3;Teacher Licensure Policies in California: Con.icts and Contradictions;511
2.2.1.4;SB 2042: Reform of Teacher Education Programs – Redux;518
2.2.1.5;Caught Between the Lines: Enacting, Interpreting, and Implementing Policy;521
2.2.1.6;References;522
2.2.2;24 RETAINING TEACHERS IN HIGH-POVERTY SCHOOLS: A POLICY FRAMEWORK;524
2.2.2.1;The Global Teacher Shortage Crisis: De.ning the Problem;525
2.2.2.2;Why Do Teachers Leave?;526
2.2.2.3;Prescriptions versus Professionalism: The Tension Between Short versus Long-Term Policy Responses;528
2.2.2.4;Creating Professional Learning Communities in High-Poverty Schools: Three Policy Arenas;530
2.2.2.5;Conclusion;536
2.2.2.6;Note;537
2.2.2.7;References;537
2.2.3;25 THE CULTURAL CONTEXT OF TEACHERS’ WORK: POLICY, PRACTICE AND PERFORMANCE;540
2.2.3.1;A Comparative Perspective;541
2.2.3.2;Changing Discourses of Professional Practice – The Empirical Evidence;543
2.2.3.3;Global Pressures and a Re-ordering of Educational Priorities;552
2.2.3.4;Conclusion;554
2.2.3.5;Endnotes;555
2.2.3.6;References;555
2.2.3.7;26 SCHOOL IMPROVEMENT WITHIN A KNOWLEDGE ECONOMY: FOSTERING PROFESSIONAL LEARNING FROM A MULTIDIMENSIONAL PERSPECTIVE;559
2.2.3.8;Professional Learning;560
2.2.3.9;School Organization and Professional Learning;564
2.2.3.10;Towards Professional Learning from a Multidimensional Perspective;568
2.2.3.11;Conclusions;569
2.2.3.12;References;571
2.2.4;27 TEACHER INFORMAL LEARNING AND TEACHER KNOWLEDGE: THEORY, PRACTICE AND POLICY;574
2.2.4.1;Informal Learning;577
2.2.4.2;Canadian Teacher Learning Research Project – The Survey;578
2.2.4.3;Second Phase – Teacher Diaries;583
2.2.4.4;Phase Three – In-Depth Phone Interviews;587
2.2.4.5;Teacher Knowledge and Informal Learning, Professionalism and Schooling Reform: What are the Connections?;590
2.2.4.6;Concluding Remarks;595
2.2.4.7;Notes;596
2.2.4.8;References;596
2.2.5;28 NO TEACHER LEFT UNTESTED: HISTORICAL PERSPECTIVES ON TEACHER REGULATION;600
2.2.5.1;The Ontario Historical Backdrop;601
2.2.5.2;The Global Context;602
2.2.5.3;Ontario Policies as a Case in Point;604
2.2.5.4;Summary;607
2.2.5.5;References;607
2.2.6;29 TEACHER PROFESSIONAL STANDARDS: A POLICY STRATEGY TO CONTROL, REGULATE OR ENHANCE THE TEACHING PROFESSION?;609
2.2.6.1;Professional Standards As A Technology Of Control?;611
2.2.6.2;NBPTS (1996 introduction);616
2.2.6.3;Conclusion;620
2.2.6.4;References;621
2.2.7;30 TRIAGE OR TAPESTRY? TEACHER UNIONS’ WORK IN AN ERA OF SYSTEMIC REFORM;623
2.2.7.1;Holding Teacher Unions up to a Standard;626
2.2.7.2;Teacher Unions and the Current Reform Context: New Ways of Working;628
2.2.7.3;Teacher Unions’ Substantive Contributions to the Tapestry of Reform;633
2.2.7.4;Summing up: Teacher Unions’ Contributions to Educational Policy and Practice;636
2.2.7.5;Note;637
2.2.7.6;References;637
2.3;SECTION 4 Literacies;640
2.3.1;31 IMPROVING RESEARCH-POLICY RELATIONSHIPS: THE CASE OF LITERACY;641
2.3.1.1;Why and How Research A.ects Policy;641
2.3.1.2;The Dynamics of Government;645
2.3.1.3;Knowledge Use and Agenda Setting;650
2.3.1.4;Implications for Literacy Policy;651
2.3.1.5;Conclusion;654
2.3.1.6;Endnotes;654
2.3.1.7;References;654
2.3.2;32 LITERACIES IN EARLY CHILDHOOD: THE INTERFACE OF POLICY, RESEARCH, AND PRACTICE;657
2.3.2.1;In Early Education, Social Policy is Educational Policy;657
2.3.2.2;Early Literacies: Attention and Contention;659
2.3.2.3;Some Policy Recommendations;668
2.3.2.4;References;670
2.3.3;33 BALANCED ELEMENTARY LITERACY INSTRUCTION IN THE UNITED STATES: A PERSONAL PERSPECTIVE;673
2.3.3.1;How Did I Develop My Position on Balanced Literacy Instruction?;674
2.3.3.2;Wharton-McDonald, Pressley, and Hampston (1998);677
2.3.3.3;A National Followup;680
2.3.3.4;1998-Present: The National Reading Panel, No Child Left Behind, and the Reading First Perspective on Balance;681
2.3.3.5;Beyond Reading First to Balanced Evidence-Based Instruction;684
2.3.3.6;References;687
2.3.4;34 EVIDENCE-BASED STATE LITERACY POLICY: A CRITICAL ALTERNATIVE;689
2.3.4.1;A Policy Auto-ethnography;690
2.3.4.2;Economy and School in Transition;692
2.3.4.3;An Alternative Policy;697
2.3.4.4;Aftermath: Sustainable Policy and the Alignment of Capital;699
2.3.4.5;Acknowledgement;701
2.3.4.6;Notes;702
2.3.4.7;References;702
2.3.5;35 LITERACIES IN ADOLESCENCE: AN ANALYSIS OF POLICIES FROM THE UNITED STATES AND QUEENSLAND, AUSTRALIA;704
2.3.5.1;The Test and Nothing But the Test;705
2.3.5.2;Framing Policy with Bakhtinian Theory;707
2.3.5.3;A Comparison of Two Educational Policies in the U.S. and Queensland, Australia;709
2.3.5.4;Discussion and Implications;716
2.3.5.5;References;719
2.3.6;36 ASSESSING LITERACIES;722
2.3.6.1;Models of Literacy and Literacy Assessment;723
2.3.6.2;National Level;725
2.3.6.3;International Level;734
2.3.6.4;Conclusion;736
2.3.6.5;References;738
2.3.7;37 LITERACIES IN FAMILIES AND COMMUNITIES;741
2.3.7.1;Beyond Mismatch: New Directions in Research and Policy on Family and Community Literacies;748
2.3.7.2;Implications for Policies;755
2.3.7.3;References;756
2.3.8;38 LITERACIES AND MEDIA CULTURE;761
2.3.8.1;Multimedia/Multiliteracies: An Educational Snapshot;762
2.3.8.2;Competing Discourses and Contested Visions;764
2.3.8.3;Policies and Politics: Exemplars;766
2.3.8.4;Future Policy Considerations: Ongoing Challenges/Renewed Directions;769
2.3.8.5;References;772
2.3.9;39 TECHNOLOGY AND LITERACIES: FROM PRINT LITERACY TO DIALOGIC LITERACY;774
2.3.9.1;Technology and Print Literacy;775
2.3.9.2;Contexts for Development of Print Literacy;779
2.3.9.3;Dialogic Literacy;780
2.3.9.4;Technological Supports for Knowledge Building Dialogue;782
2.3.9.5;Policy Implications: Making Dialogic Literacy a Priority;784
2.3.9.6;Conclusion;784
2.3.9.7;References;785
2.3.10;40 ADULT LITERACY POLICY: MIND THE GAP;787
2.3.10.1;The Rush to Systems – and Contradictions;789
2.3.10.2;Textually Mediated Troubles;793
2.3.10.3;Managing through Textual Visibility;797
2.3.10.4;Conclusions: From Practice to Policy;799
2.3.10.5;Acknowledgements;800
2.3.10.6;References;800
2.3.11;41 SHAPING LITERACY POLICY: FROM ABSTRACT IDEALS TO ACCOUNTABLE PRACTICES;803
2.3.11.1;Defining Literacy;804
2.3.11.2;Responsibilities and Entitlements for Literacy Development;807
2.3.11.3;On Creating a Literate Society: Literacy Curricula, Literacy Programs, and Literacy Standards;810
2.3.11.4;Responsibility and Accountability;811
2.3.11.5;Implementation;812
2.3.11.6;Further Considerations on a Literacy Policy;813
2.3.11.7;Notes;815
2.3.11.8;References;815
2.3.12;42 LITERACY IN DEVELOPED AND DEVELOPING COUNTRIES;816
2.3.12.1;The Meanings of Literacy in the 20th Century;816
2.3.12.2;The Meanings of Literacy in the 20th Century;816
2.3.12.3;Literacy versus Orality?;822
2.3.12.4;Literacy Policies;824
2.3.12.5;Societal Literacy;826
2.3.12.6;The Future of Literacy;828
2.3.12.7;Note;830
2.3.12.8;References;830
2.4;SECTION 5 Workplace Learning;836
2.4.1;43 THE CHANGING NATURE OF EMPLOYMENT AND ADULT LEARNING POLICIES: UNLOCKING CREATIVE FORCES;837
2.4.1.1;The Economic Changes Behind the Rise in Learning Demand;837
2.4.1.2;The Social Meanings of the New Requirement of Productivity;840
2.4.1.3;Adult Learning Policies: The New Issues;843
2.4.1.4;Conclusion;846
2.4.1.5;Notes;847
2.4.1.6;References;848
2.4.2;44 CURRENT THEORIES OF WORKPLACE LEARNING: A CRITICAL ASSESSMENT;850
2.4.2.1;Preliminary Framework of Key Ideas;850
2.4.2.2;Historical Perspective on Contending Theories;852
2.4.2.3;Current Conceptual Issues Surrounding Workplace Learning;856
2.4.2.4;Implications for Theories of Workplace Learning;863
2.4.2.5;Conclusion;865
2.4.2.6;References;865
2.4.3;45 LEARNING AND WORK TRANSITION POLICIES IN A COMPARATIVE PERSPECTIVE: CANADA AND GERMANY;868
2.4.3.1;Economic and Labour Market Trends in Canada and Germany;869
2.4.3.2;Vocational Education and Training Systems in Canada and Germany;872
2.4.3.3;Implications for Young People’s Pathways;878
2.4.3.4;Conclusion;882
2.4.3.5;Notes;883
2.4.3.6;References;884
2.4.4;46 DISJUNCTIONS IN THE SUPPLY OF AND DEMAND FOR EDUCATION IN THE LABOR FORCE 1930–2003: ‘TRAFFICKING IN GAPS’;886
2.4.4.1;Mismatching Educational and other Job Relevant Achievements and Attributes in the Pre WWII Era;887
2.4.4.2;Post World War II Developments;889
2.4.4.3;Measuring Mismatches: The Jobs-Education Gap 1946–1950s;890
2.4.4.4;The Decline in Returns to Formal Education, 1970 and Beyond;895
2.4.4.5;The Correlates of Declining Returns to Collegians;896
2.4.4.6;Underutilization and Employee Morale;897
2.4.4.7;Coda;901
2.4.4.8;Notes;903
2.4.4.9;References;903
2.4.5;47 RUNNING FASTER TO STAY IN THE SAME PLACE? THE INTENDED AND UNINTENDED CONSEQUENCES OF GOVERNMENT POLICY FOR WORKPLACE LEARNING IN BRITAIN;905
2.4.5.1;The Capacity of Competence-Based Assessment to Support Workplace Learning: Care Assistant Roles in Health and Social Care;907
2.4.5.2;The Intended and Unintended Consequences of Public Sector Modernisation for Workplace Learning: Case Studies of Cleaning Services;913
2.4.5.3;Promoting Innovation Through Change: The Contribution of the Teaching Company Scheme to Workplace Learning;917
2.4.5.4;Conclusion;918
2.4.5.5;Notes;920
2.4.5.6;References;920
2.4.6;48 IMPROVING GENDER EQUALITY IN WORK ORGANISATIONS BY ACTION RESEARCH;922
2.4.6.1;Gender and Equality;925
2.4.6.2;Surfacing Gender in Action Research;928
2.4.6.3;Anchoring Gender in Organisation Development;931
2.4.6.4;The Implications for Gender Equality;937
2.4.6.5;Note;939
2.4.6.6;References;939
2.4.7;49 INFORMATION AND COMMUNICATION TECHNOLOGIES AND WORKPLACE LEARNING: THE CONTESTED TERRAIN OF LEGISLATION, POLICIES, PROGRAMS AND PRACTICES;942
2.4.7.1;Historical and Philosophical Contexts of ICT, Work and Learning;945
2.4.7.2;ICT and Workplace Learning Legislation, Policy and Programs;947
2.4.7.3;Linkages Between Policy and Practice;952
2.4.7.4;Conclusions and Future Directions;956
2.4.7.5;References;957
2.4.8;50 RECOGNITION OF LEARNING THROUGH WORK;961
2.4.8.1;Legitimacy of Workplaces as Sites for the Recognition of Skills;963
2.4.8.2;Need for Recognition of Workplace Learning Experiences;964
2.4.8.3;Workplaces as Sites of Assessment and Certi.cation;966
2.4.8.4;Options for the Recognition of Learning Through Work;973
2.4.8.5;Recognising Learning Through Work;978
2.4.8.6;References;979
2.4.9;51 TRADE UNIONS AND CHANGING PRACTICES OF WORKERS’ EDUCATION;981
2.4.9.1;Situating Union Learning;982
2.4.9.2;Radical Learning;983
2.4.9.3;The Institutionalisation of Trade Union Education;986
2.4.9.4;‘Modernised’ Worker Education;987
2.4.9.5;Conclusions;992
2.4.9.6;References;993
2.4.10;52 EXPANDING CONCEPTION OF WORK AND LEARNING: RECENT RESEARCH AND POLICY IMPLICATIONS;994
2.4.10.1;Forms and Extent of Work;995
2.4.10.2;Forms and Extent of Learning;997
2.4.10.3;Theories of Work and Learning Relations;1002
2.4.10.4;Empirical Research on Work and Learning Relations;1005
2.4.10.5;Policy Implications and Concluding Remarks;1007
2.4.10.6;Notes;1009
2.4.10.7;References;1009
2.4.11;53 VOLUNTEER WORK AND LEARNING: HIDDEN DIMENSIONS OF LABOUR FORCE TRAINING;1013
2.4.11.1;Informal Learning;1015
2.4.11.2;Volunteer Work;1016
2.4.11.3;Learning, Work and Volunteering: Exploring the Connections;1021
2.4.11.4;Informal Learning through Volunteering: What and How do Volunteers Learn?;1024
2.4.11.5;Policy Considerations;1028
2.4.11.6;Summary and Conclusions;1032
2.4.11.7;Notes;1035
2.4.11.8;References;1035
2.4.12;54 THE OTHER HALF (OR MORE) OF THE STORY: UNPAID HOUSEHOLD AND CARE WORK AND LIFELONG LEARNING;1039
2.4.12.1;Study on Lifelong Learning and Unpaid Housework;1040
2.4.12.2;The Monumental Oversight: Why the Overwhelming Neglect of Lifelong Learning through Unpaid Housework?;1041
2.4.12.3;Overcoming the Monumental Oversight;1045
2.4.12.4;Asking Questions Concerning Housework and Lifelong Learning;1045
2.4.12.5;Conclusion;1054
2.4.12.6;Notes;1055
2.4.12.7;References;1055
2.4.13;55 NEW FORMS OF LEARNING AND WORK ORGANIZATION IN THE IT INDUSTRY: A GERMAN PERSPECTIVE ON INFORMAL LEARNING;1059
2.4.13.1;Initial and Further Vocational Education and Training in the IT-Sector;1059
2.4.13.2;Informal Learning, Experiential Learning, and Implicit Learning;1061
2.4.13.3;Research Studies about Informal Learning Related to Work in Germany;1064
2.4.13.4;New Forms of Learning and the Organization of Work;1067
2.4.13.5;The Study ‘‘Informal Learning in Modern Work Processes’’;1070
2.4.13.6;References;1078
2.5;Index;1080
