A human ecological analysis of organizational response to changes in public education policy

1990 ◽  
Vol 27 (3) ◽  
pp. 327-338
Author(s):  
James H. Gramann
Keyword(s):  
Public Education ◽  
Education Policy ◽  
Organizational Response ◽  
Ecological Analysis ◽  
Public Education Policy

scholarly journals The emergence and workings of a process view in public education policy

2017 ◽  
Vol 10 (1) ◽  
pp. 16 ◽  
Author(s):  
Justine Grønbæk Pors ◽  
Helene Gad Ratner
Keyword(s):  
Public Education ◽  
Education Policy ◽  
Process View ◽  
Public Education Policy

‘Religious schools, civic education, and public policy: A framework for evaluation and decision’

2018 ◽  
Vol 16 (2) ◽  
pp. 141-161 ◽  
Author(s):  
Ian MacMullen
Keyword(s):  
Public Policy ◽  
Public Education ◽  
Education Policy ◽  
Civic Education ◽  
Liberal Democracy ◽  
Continuous Variable ◽  
Religious Schools ◽  
Policy Decisions ◽  
Public Education Policy

Some people claim that religious schools are poorly suited to prepare children for citizenship in a multi-religious society that is (or aspires to be) a liberal democracy. In what sense(s), by what mechanism(s), and to what extent might this be so? And what could be the implications for public policy? I propose an analytical and evaluative framework for addressing these questions. There are several potentially independent dimensions on which a school may have a religious character, and each of these dimensions is a continuous variable. Schools that are strongly religious on all of these dimensions are indeed very poor instruments of civic education in a multi-religious society. But what about schools whose religious character is far weaker on each dimension? If these schools are inferior to their secular counterparts for civic educational purposes, that inferiority may be very slight. Given the great diversity among religious schools, and if – as I argue – the civic goals of education are not the only important values that ought to guide public education policy, there are powerful reasons to discriminate among (proposed) religious schools when making policy decisions about regulation and funding. Those who oppose such a discriminating approach must demonstrate that the benefits of ‘difference blindness’ in this domain outweigh its substantial costs.

PUBLIC EDUCATION, POLICY STUDIES, AND MORAL CONSIDERATIONS

1977 ◽  
Vol 3 (3) ◽  
pp. 186-190
Author(s):  
M. I. Berger
Keyword(s):  
Public Education ◽  
Education Policy ◽  
Policy Studies ◽  
Public Education Policy

Optimal public education policy in a two sector model

2010 ◽  
Vol 27 (5) ◽  
pp. 991-995 ◽  
Author(s):  
Koichiro Sano ◽  
Yasunobu Tomoda
Keyword(s):  
Public Education ◽  
Education Policy ◽  
Sector Model ◽  
Public Education Policy

scholarly journals Tools for implementing public education policy

2019 ◽  
Author(s):  
Z.M. Ilaeva
Keyword(s):  
Public Education ◽  
Education Policy ◽  
Public Education Policy

scholarly journals The emergence and workings of a process view in public education policy

2017 ◽  
Vol 10 (1) ◽  
pp. 16
Author(s):  
Justine Grønbæk Pors ◽  
Helene Gad Ratner
Keyword(s):  
Public Education ◽  
Education Policy ◽  
Process View ◽  
Public Education Policy

scholarly journals Refusal and Adhesion: resistance between studies of cognition and theater education

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
André Luiz Lopes Magela
Keyword(s):  
Labor Market ◽  
Public Education ◽  
Education Policy ◽  
Primary Schools ◽  
Theater Education ◽  
Planning Practice ◽  
Existing Problems ◽  
Public Education Policy ◽  
Education In Brazil

ABSTRACT This article presents reflections on certain public education policy guidelines, oriented to the labor market and exemplified by Organisation for Economic Co-operation and Development (OECD) recommendations, concerning their influence on artistic education and, more precisely, theater education. It addresses existing problems in the field of education in Brazil and France, with emphasis on conceptual causes. In a possible contribution to debates on utilitarianism in theater education, the concept of resistance, present in Michel Foucault’s works, is used as mediator in the utilization of cognition studies to analyze the planning, practice and evaluation of theater classes in primary schools.

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