This article analyzes how newly qualified teachers (NQTs) are conceptualized in Norwegian policy, specifically the green paper ‘NOU 2022: 13: With Further Significance’. Utilizing Carol Bacchi’s ‘W...
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Pub Date : 2024-07-07DOI: 10.1080/02680939.2024.2366642
Sophie Rudolph
Published in Journal of Education Policy (Ahead of Print, 2024)
发表于《教育政策期刊》（2024 年提前出版）
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Pub Date : 2024-05-30DOI: 10.1080/02680939.2024.2360993
Soo Sturrock
In an international policy environment of intensified high-stakes accountability, pupil assessment data are an invaluable commodity and critical indicator of both school and teacher effectiveness. ...
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Pub Date : 2024-05-25DOI: 10.1080/02680939.2024.2359203
Ruth Aman
Published in Journal of Education Policy (Ahead of Print, 2024)
发表于《教育政策期刊》（2024 年提前出版）
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Pub Date : 2024-05-22DOI: 10.1080/02680939.2024.2357614
Joe Smith, Richard Harris, Katharine Burn
In England and Scotland, the History National Curriculum avoids the prescription of specific content; expecting schools instead to devise a curriculum appropriate to their pupils within broad guida...
在英格兰和苏格兰，国家历史课程避免规定具体的内容，而是希望学校在广泛的指导下设计出适合学生的课程。
{"title":"History teachers as curriculum-makers in policy and practice: quantitative insights from England and Scotland","authors":"Joe Smith, Richard Harris, Katharine Burn","doi":"10.1080/02680939.2024.2357614","DOIUrl":"https://doi.org/10.1080/02680939.2024.2357614","url":null,"abstract":"In England and Scotland, the History National Curriculum avoids the prescription of specific content; expecting schools instead to devise a curriculum appropriate to their pupils within broad guida...","PeriodicalId":51404,"journal":{"name":"Journal of Education Policy","volume":"21 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141148577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article critically examines UNESCO’s construction of a commons approach to global education through a multivocal analysis of its 2021 report Reimagining our futures together: A new social cont...
{"title":"In search of a global community: a multivocal critique of UNESCO’s education commons discourse","authors":"Michele Martini, Hannah Moscovitz, Rocío Fernández Ulgade, Morten Hansen, Taylor Hughson, Javiera Marfán, Oudai Tozan","doi":"10.1080/02680939.2024.2339914","DOIUrl":"https://doi.org/10.1080/02680939.2024.2339914","url":null,"abstract":"This article critically examines UNESCO’s construction of a commons approach to global education through a multivocal analysis of its 2021 report Reimagining our futures together: A new social cont...","PeriodicalId":51404,"journal":{"name":"Journal of Education Policy","volume":"19 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140628879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-13DOI: 10.1080/02680939.2024.2339907
Uma Maheshwari Chimirala, Priyanka Devi Anuchuri, Shweta J. Parulekar
Learning Poverty (LP), the inability to read at age of 10 years has been the cynosure of concern and trigger for policy reform. Specifically, in India, the National Education Policy (NEP-2020) advo...
{"title":"Discourses and counter-discourses on learning poverty through NEP-2020 and Indian judiciary for the Indigenous/Tribal/Minority child","authors":"Uma Maheshwari Chimirala, Priyanka Devi Anuchuri, Shweta J. Parulekar","doi":"10.1080/02680939.2024.2339907","DOIUrl":"https://doi.org/10.1080/02680939.2024.2339907","url":null,"abstract":"Learning Poverty (LP), the inability to read at age of 10 years has been the cynosure of concern and trigger for policy reform. Specifically, in India, the National Education Policy (NEP-2020) advo...","PeriodicalId":51404,"journal":{"name":"Journal of Education Policy","volume":"8 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140603199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-10DOI: 10.1080/02680939.2024.2339905
Maíra Tavares Mendes, Marcela de Andrade Rufato
Cursinhos populares are grassroots experiences organized to overcome the small proportion of marginalized groups in prestigious universities, and an example of activism against inequality in Brazil...
{"title":"Falling short of university admission in Brazil: responses from cursinhos populares social movements","authors":"Maíra Tavares Mendes, Marcela de Andrade Rufato","doi":"10.1080/02680939.2024.2339905","DOIUrl":"https://doi.org/10.1080/02680939.2024.2339905","url":null,"abstract":"Cursinhos populares are grassroots experiences organized to overcome the small proportion of marginalized groups in prestigious universities, and an example of activism against inequality in Brazil...","PeriodicalId":51404,"journal":{"name":"Journal of Education Policy","volume":"233 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140571152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-09DOI: 10.1080/02680939.2024.2337031
Andrew Clapham
Organizational maturity can inform decision-making, build strategy and underpin development. This paper argues that ‘Governance Maturity Theory’ (GMT) can act as a developmental modality for school...
{"title":"Undiminishing school governance: investigating ‘governance maturity theory’ for school governing bodies","authors":"Andrew Clapham","doi":"10.1080/02680939.2024.2337031","DOIUrl":"https://doi.org/10.1080/02680939.2024.2337031","url":null,"abstract":"Organizational maturity can inform decision-making, build strategy and underpin development. This paper argues that ‘Governance Maturity Theory’ (GMT) can act as a developmental modality for school...","PeriodicalId":51404,"journal":{"name":"Journal of Education Policy","volume":"51 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140602992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-14DOI: 10.1080/02680939.2024.2328616
Alexander J. Means
This article is a response to recent work by Jordi Collet-Sabé and Stephen J. Ball who have argued that modern schools are intolerable and irredeemable and therefore must be abandoned. Basing their...
约尔迪-科莱-萨贝（Jordi Collet-Sabé）和斯蒂芬-J-波尔（Stephen J. Ball）认为现代学校是不可容忍和不可救药的，因此必须被抛弃。他们的观点基于...
{"title":"Beyond epistemic exodus in educational studies: a response to Jordi Collet-Sabé and Stephen J. Ball","authors":"Alexander J. Means","doi":"10.1080/02680939.2024.2328616","DOIUrl":"https://doi.org/10.1080/02680939.2024.2328616","url":null,"abstract":"This article is a response to recent work by Jordi Collet-Sabé and Stephen J. Ball who have argued that modern schools are intolerable and irredeemable and therefore must be abandoned. Basing their...","PeriodicalId":51404,"journal":{"name":"Journal of Education Policy","volume":"20 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140146555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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