scholarly journals Correction to: Critical LPP and the intersection of class, race and language policy and practice in twenty first century Catalonia

2020 ◽  
Author(s):  
David Block ◽  
Victor Corona
Keyword(s):  
Language Policy ◽  
First Century ◽  
Policy And Practice ◽  
Twenty First Century

Why is everything old new again? Revisiting debates about the form and function of research in educational administration

2020 ◽  
Vol 58 (3) ◽  
pp. 341-356
Author(s):  
Robert Donmoyer
Keyword(s):  
Decision Making ◽  
Twentieth Century ◽  
Educational Research ◽  
Research Methods ◽  
Educational Administration ◽  
First Century ◽  
Policy And Practice ◽  
Content Type ◽  
Historical Essay ◽  
Twenty First Century

PurposeThis paper has a twofold purpose: (1) to demonstrate, largely with historical evidence, that, contrary to what some have argued, thinking about educational research articulated at the start of the twenty-first century was not really “new wine in new bottles” but, rather, a continuation of the so-called paradigm wars about, ultimately, unresolvable methodological and epistemological issues that occurred during the twentieth century; (2) to suggest a way members of the educational administration field might transcend, or at least circumvent, time-consuming and distracting battles about unresolvable methodological and epistemological issues in the future while keeping their focus on issues of practice.Design/methodology/approachThis is a quasi-historical essay that uses influential literature during the historical periods focused on as evidence to support the essay's arguments.FindingsThe paper demonstrates that twentieth century philosophical disagreements about research methods and the role that educational research can play in policy and practice decision making were not resolved but, rather, were largely reenacted during the first decade of the twenty-first century, again without a resolution. The paper proposes a way that administrators, policymakers and researchers can manage this situation and still use research to make policy and practice decisions.Practical implicationsThe paper suggests a new role for both school administrators and policymakers to play. If administrators/policymakers play this role successfully, all types of research can inform decision making about policy and practice, and researchers can concentrate on doing their research rather than engaging in unresolvable philosophical disputes.Originality/valueAlthough a great deal has been written about the twentieth century's theory movement and paradigm wars and the twenty-first century's so-called science wars, the link between these phenomena has not been discussed in the literature. In addition, there have been few attempts to articulate an operational strategy for managing unresolvable philosophical disputes about research methods and the role that research can play in decision making. This paper tackles both matters.

‘Managing’ diversity: policy and practice

2019 ◽  
pp. 5-24
Author(s):  
Carol Vincent
Keyword(s):  
Social Climate ◽  
First Century ◽  
Policy And Practice ◽  
Managing Diversity ◽  
The Social ◽  
Diversity Policy ◽  
Twenty First Century ◽  
Immediate Reactions

Chapter 1 considers the social and political contexts to the FBV requirement, as it argues that the enactment of particular policies cannot be understood without reference to the broader political and social climate. It discusses belonging in twenty-first century Britain, tracing policy approaches to diversity from multiculturalism through cohesion, back to an emphasis on integration, although emphasising that this is by no means a linear progression. It highlights the positioning of Muslim populations in particular, as suspect, as lacking in the desire to integrate. The chapter traces the development of the FBV requirement and immediate reactions to it. It discusses the requirements of both counter-extremist policy and the Equality Act 2010 as they apply to schools.

School autonomy and 21st century learning: the Canadian context

2016 ◽  
Vol 30 (7) ◽  
pp. 1279-1292 ◽  
Author(s):  
Paul Newton ◽  
Jose da Costa
Keyword(s):  
Causal Relation ◽  
First Century ◽  
School Level ◽  
Policy And Practice ◽  
School Autonomy ◽  
Content Type ◽  
Canadian Context ◽  
Twenty First Century Learning ◽  
Twenty First Century ◽  
Canadian Provinces

Purpose The purpose of this paper is to report on the policy and practice contexts for school autonomy and twenty-first century learning in Canadian provinces. Design/methodology/approach This paper reports on an analysis of policies in Canadian provinces (particularly the provinces of Alberta and Saskatchewan). The authors review policies related to school autonomy and twenty-first century learning initiatives. Findings In this paper, the authors argue that autonomy is a complicated and multi-levelled phenomena with a measure of autonomy devolved from the state to local school divisions, and yet other elements of autonomy devolved to the school and to individual teachers. The link between autonomy and twenty-first century learning are unclear as yet. This paper attempts to establish the policy contexts for school autonomy and twenty-first century learning without making claims about a causal relation between the two. Originality/value The originality of this paper lies in its description of autonomy beyond the school level. Autonomy, as a construct, is rarely examined as a dynamic process among multiple layers of the educational system.

scholarly journals US Criminal Justice Policy and Practice in the Twenty-First Century: Toward the End of Mass Incarceration?

Law & Policy ◽  
2018 ◽  
Vol 40 (4) ◽  
pp. 321-345 ◽  
Author(s):  
Katherine Beckett ◽  
Lindsey Beach ◽  
Emily Knaphus ◽  
Anna Reosti
Keyword(s):  
Criminal Justice ◽  
Mass Incarceration ◽  
First Century ◽  
Criminal Justice Policy ◽  
Policy And Practice ◽  
Twenty First Century
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