Visualizing technocratic power: a cyber-archaeological analysis of the US National Education Technology Plan

Even before the 2001 enactment of the No Child Left Behind legislation, the education bill that holds schools in the US accountable for student achievement, ‘adult education [had] become part and parcel of the new federal trend to encourage the setting of national education goals and standards and holding programs accountable for demonstrating achievements’ (Sticht 1998). Now, almost ten years after enacting the Workforce Investment Act (1998), the legislation that required states to report how adult students were making progress towards educational and work goals, the field is just beginning to take stock of whether accountability has helped or hurt our adult education system.In the US school system (kindergarten to 12th grade for children five to 18), several researchers have investigated the effect of stronger accountability requirements on professional development systems. Berry et al. (2003), in a study of 250 teachers and principals in schools across six Southeastern US states found that results were mixed:Although high-stakes accountability systems help focus professional development efforts on the curricular needs of students, little evidence exists to support the claim that such systems help teachers change their practice to enhance student learning...A tendency exists…to narrow the focus of professional development activities to tested subjects or provide general support that is disconnected from curricular needs. (Association for Supervision and Curriculum Development 2004:3)

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Global policy convergence through “distributed governance”? The emergence of “national” education standards in the US and Germany

Journal of International and Comparative Social Policy ◽

10.1080/21699763.2014.977803 ◽

2015 ◽

Vol 31 (1) ◽

pp. 10-33 ◽

Cited By ~ 9

Author(s):

Sigrid Hartong

Keyword(s):

Core Curriculum ◽

State Standards ◽

Education Standards ◽

Global Policy ◽

Policy Convergence ◽

National Education ◽

Policy Sector ◽

The Us ◽

And Performance ◽

National Education Standards

This article focuses on the discussion of global policy convergence through the implementation of “distributed governance” within the education policy sector. Here, the focus is directed at the emergence of national education standards (NES) as a simultaneous instrument of fair school control and performance increase. Both the US and Germany show a high traditional resistance to nationally centralised educational control, but experienced a massive transformation in this direction by the recent implementation of a national core curriculum initiative (National Education Standardsin Germany andCommon Core State Standardsin the US). This article will rely on global governance and distributed governance research, focusing on the concept of “heterarchies”, to analyse the interplay of global and national contexts in the case of the rise of NES in the US and Germany, ultimately showing the concepts' contributions (and limits) to explain policy convergence.

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Teachers and Technology

International Journal of Information and Communication Technology Education ◽

10.4018/jicte.2010091104 ◽

2010 ◽

Vol 6 (1) ◽

pp. 45-54 ◽

Cited By ~ 4

Author(s):

Joseph Blankson ◽

Jared Keengwe ◽

Lydia Kyei-Blankson

Keyword(s):

Preservice Teachers ◽

Content Knowledge ◽

Education Technology ◽

Appropriate Technology ◽

Teacher Education Programs ◽

Technology Skills ◽

Technology In Education ◽

Technology Competencies ◽

National Education ◽

Technology Competency

In addition to possessing content knowledge required to teach students, today’s teachers must be well equipped with appropriate technology skills and tools to guide and support student learning. The identification of this need has led teacher education programs to mandate all preservice teachers to enroll in technology courses as part of their teacher preparatory curriculum. Similarly, the International Society for Technology in Education (ISTE) has established the National Education Technology Standards for teachers (NETS- T) to help promote teacher technology competencies. The purpose of the study was to evaluate preservice teachers’ self-assessed technology competency to determine whether preservice teachers perceived that their technology class enabled them to meet ISTE’s required standards. Specifically, this paper explores the extent to which an educational technology course at a participating midwest college helped to improve preservice teachers’ technology skills as well as to prepare them attain ISTE NETS- T.

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“Hidden” Governance or Counterfactual Case? The US Failure to Pass a National Education Act, 1870–1940

School Acts and the Rise of Mass Schooling ◽

10.1007/978-3-030-13570-6_14 ◽

2019 ◽

pp. 325-348 ◽

Cited By ~ 1

Author(s):

Nancy Beadie

Keyword(s):

National Education ◽

The Us ◽

Education Act

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Teacher Unions and the American Political Imagination

10.5406/illinois/9780252040870.003.0008 ◽

2017 ◽

Author(s):

Jon Shelton

Keyword(s):

Public Education ◽

National Education Association ◽

Teacher Unions ◽

Teacher Strikes ◽

National Education ◽

American Federation ◽

American Federation Of Teachers ◽

The Us ◽

Education Association ◽

Political Targets

This chapter documents the reasons for the diminished number of teacher strikes in the US since 1981. It also argues that while teacher strikes have declined, the two national teacher unions, the American Federation of Teachers and the National Education Association, have become major political targets of Republicans and even some Democrats. The chapter offers the book’s conclusion: that struggles over public education were fundamental in the demise of labor liberalism and the rise of neoliberalism. It also chronicles how continued market reforms have undercut public education in the years after the 1980s and asks what can be done to revitalize social democracy in the US.

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Educational Policy Actions in the Times of COVID-19 and Suggestions for Future Applications in Turkey

Handbook of Research on Inequities in Online Education During Global Crises - Advances in Mobile and Distance Learning ◽

10.4018/978-1-7998-6533-9.ch024 ◽

2021 ◽

pp. 475-493

Author(s):

Şenol Orakci ◽

Yücel Gelişli

Keyword(s):

Educational Policy ◽

Education Technology ◽

Lessons Learned ◽

Drop Out ◽

Future Generations ◽

School Closures ◽

Education Access ◽

National Education ◽

The Times

Education has been hit particularly hard by the COVID-19 pandemic, with school closures affecting 87.6% of the world's total enrolled students. Drop-out rates are likely to increase worldwide as a result of this massive disruption to education access. Within this context, coronavirus-related disruption has given educators time to rethink education. Technology has come to the fore and will continue to play a key role in educating future generations. In a world where knowledge is a mouse-click away, the role of the educator has changed too. The present study is aimed to draw from theoretical and pragmatic lessons learned with school closures in response to COVID-19 to address paradigms of education. Within this context, the present study was performed to reveal educational policy actions by the Ministry of National Education in the times of COVID-19 in Turkey and make suggestions for future applications.

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A British anti-imperialist lion in the Grenada revolution

Race & Class ◽

10.1177/0306396809345582 ◽

2009 ◽

Vol 51 (2) ◽

pp. 109-111

Author(s):

Didacus Jules

Keyword(s):

Decision Making ◽

Publishing House ◽

Popular Education ◽

Participatory Approach ◽

National Education ◽

Economic Decision Making ◽

The Us ◽

National Education Policy ◽

Us Government ◽

The Revolution

In 1979, the New Jewel Movement (NJM), under the leadership of Maurice Bishop, took power in Grenada in a bloodless coup. With a political vision conjoining socialism and black power, the revolution in Grenada immediately drew the hostility of the US government, which began a programme of destabilisation. The leadership of the revolution sought to develop a highly participatory approach to political and economic decision-making that would enable the country’s workers and peasants to actively shape Grenada’s development. With popular education a priority, Chris Searle came to Grenada to teach. But he soon was invited to contribute to ministerial discussions, devising national education policy and creating a publishing house. He also helped to write Maurice Bishop’s speeches. In 1983, the US government took advantage of division and conflict in the leadership of the NJM to mount an invasion, ‘Operation Urgent Fury’, which restored to Grenada a regime more favourable to US interests.

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