Buch, Englisch, 432 Seiten, Format (B × H): 178 mm x 254 mm, Gewicht: 811 g
Buch, Englisch, 432 Seiten, Format (B × H): 178 mm x 254 mm, Gewicht: 811 g
ISBN: 978-0-8058-5834-1
Verlag: Routledge
The State of Education Policy Research is a comprehensive, insightful evaluation of the strengths and weaknesses of education policy research in the U.S. today. Editors Susan Fuhrman, David Cohen, and Fritz Mosher examine key issues facing policymakers and researchers including race, education equity, teacher quality, early education, privatization, and the politics of education policy. Collectively, the chapters present a complex mosaic of education policy research that integrates the views of policy experts from education, economics, and related disciplines. Important topics discussed in this influential new text include:
Politics of education—Covers research on key political groups including teachers’ unions, business roundtables, parent and/or religious advocates, as well as state and federal lawmakers.
Race—Discusses race as an issue as well as a non-issue and includes a discussion of the testing gap.
State policies— Provides an overview of state policies directed at improving teacher quality and discusses the reality of a teacher shortage.
National Trends—Analyzes current trends toward centralization and standardization and the growing influence of federal and state mandates.
This book is appropriate for advanced courses in education administration, politics, and policy. It will also appeal to policy researchers in education, economics, and political science, to policy makers at the federal, state, and local levels and to the academic libraries serving them.
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Contents: Part I: Introduction to Education Policy Research. S.H. Fuhrman, D.K. Cohen, F. Mosher, Preface and Acknowledgments. R. Floden, Philosophical Issues in Education Policy Research. Part II: The Making and Effects of Education Policy. L.M. McDonnell, The Politics of Education: Influencing Policy and Beyond. S.H. Fuhrman, M.E. Goertz, E.H. Weinbaum, Educational Governance in the U.S.: Where Are We? How Did We Get Here? Why Should We Care? D.K. Cohen, S.L. Moffitt, S. Goldin, Policy and Practice. P.T. Hill, New Political Economy of Public Education: Policy and Research. J.R. Henig, As Moths to a Flame: Education Policy Research and the Controversial Issues of Race. J.P. Spillane, The Making and Effects of Education Policy: Commentary. Policy, Politics, Institutions, and Markets. Part III: Policy as Resource Allocation. L. Barrow, C.E. Rouse, Causality, Causality, Causality: The View of Education Inputs and Outputs From Economics. W.N. Grubb, The Elusiveness of Educational Equity: From Revenues to Resources to Results. H.F. Ladd, Policy as Resource Allocation: Commentary. Part IV: Across the Sectors. W.S. Barnett, D.J. Ackerman, Boundaries With Early Childhood Education: The Significance of the Early Childhood Frontier for Elementary and Secondary Education. M.W. Kirst, Separation of K–12 and Postsecondary Education Policymaking: Evolution, Impact, and Research Needs. J.L. Aber, Across the Sectors: Commentary. Border Crossings: On the Relations Between the Major Age-Graded Education Systems in the United States. Part V: The Role of Education Research. F. Mosher, Knowledge and Policy. B. Neufeld, Learning, Teaching, and Keeping the Conversation Going: The Links Between Research, Policy, and Practice. R.E. Slavin, N.A. Madden, A. Datnow, Research In, Research Out: The Role of Research in the Development and Scale-Up of Success for All. C.H. Weiss, The Role of Education Research: Commentary. Can We Influence Education Reform Through Research? Part VI: Policy and Professionals. R.M. Ingersoll, Misdiagnosing the Teacher Quality Problem. T.B. Corcoran, The Changing and Chaotic World of Teacher Policy. A.R. Odden, A. Milanowski, H.G. Heneman III, Policy and Professionals: Commentary. Part VII: In Conclusion. S.H. Fuhrman, D.K. Cohen, F. Mosher, Conclusion: A Review of Policy and Research in Education.
