Educational Policy Goes to School

Case Studies on the Limitations and Possibilities of Educational Innovation
1. Auflage 2019
ISBN: 978-0-367-87845-0
Verlag: Routledge

Buch, Englisch, 288 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 421 g

Reihe: Routledge Research in Educational Equality and Diversity

Educational policies explicitly implemented in order to reduce educational gaps and promote access and success for disenfranchised youth can backfire—and often have the unintended result of widening those gaps. In this interdisciplinary collection of case studies, contributors examine cases of policy backfire, when policies don’t work, have unintended consequences, and when policies help. Although policy reform is thought of as an effective way to improve schooling structures and to diminish the achievement gap, many such attempts to reform the system do not adequately address the legacy of unequal policies and the historic and pervasive inequalities that persist in schools. Exploring the roots of school inequality and examining often-ignored negative policy outcomes, contributors illuminate the causes and consequences of poor policymaking decisions and demonstrate how policies can backfire, fail, or have unintended success.

Zielgruppe

Postgraduate

Autoren/Hrsg.

Conchas, Gilberto

Gottfried, Michael

Hinga, Briana

Oseguera, Leticia

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform

Inhaltsverzeichnis

Chapter 1: Introduction: Conceptualizing the Intricacies that are Concomitant in Educational Policy Making that Determine Success, Backfire and Everything in Between

Leticia Oseguera, Miguel Abad, Jacob Kirksey, Briana Hinga, Gilberto Conchas, and Michael Gottfried

Part 1: Backfire

Chapter 2: How Equity and Social Justice Urban Education Choice Campaigns in Detroit are Masquerading Backfire and the Worsening the Status Quo

Cassie J. Brownell

Chapter 3: When Policies that Impact Students with Significant Disabilities in Michigan Backfire

Mark E. Deschaine

Chapter 4: When Zero-Tolerance Discipline Policies in the United States Backfire

Hugh Potter and Brian Boggs

Chapter 5: When Free Schools in England and Charter Schools in the United States Backfire

Graham Downes and Catherine A. Simon

Part 2: Failure

Chapter 6: When High-Stakes Accountability Measures Impact Promising Practices in an Indigenous-serving Charter School

V. Anthony-Stevens

Chapter 7: How Public-Private Partnerships Contribute to Educational Policy Failure

Frank Fernandez, Karla I. Loya, and Leticia Oseguera

Chapter 8: The Failure of Accountability in the Milwaukee Parental Choice Program

Michael R. Ford & William Velez

Chapter 9: How Centralized Implementation Policies Failed the Austrian New Middle School Process

Corinna Geppert

Part 3: Unintended

Chapter 10: The Unintended Consequences of School Vouchers: Rise, Rout and Rebirth

Aaron Saiger

Chapter 11: Challenges and Unintended Consequences of Student Centered Learning

Lea Hubbard and Amanda Datnow

Chapter 12: School Discipline Policies That Result in Unintended Consequences for Latino Male Students’ College Aspirations

Adrian H. Huerta, Sha

Über Autor(innen)

Gilberto Q. Conchas is Professor of Educational Policy and Social Context, University of California, Irvine, USA.

Michael A. Gottfried is Assistant Professor of Education Policy, University of California, Santa Barbara, USA.

Briana M. Hinga is Assistant Professor of Clinical Education, University of Southern California, USA.

Leticia Oseguera is an Associate Professor of Higher Education at the Pennsylvania State University, USA.