Educational Policy and Curriculum Studies

2021 ◽  
Author(s):  
Pamela J. Konkol ◽  
Peter C. Renn ◽  
Sophia Rodriguez
Keyword(s):  
Teacher Education ◽  
Educational Policy ◽  
Curriculum Policy ◽  
Policy Document ◽  
Education Foundations ◽  
Foundations Of Education ◽  
Policy Tool ◽  
Improvement Measures ◽  
Education Administrators ◽  
Educational Studies

Since 1978, the Committee on Academic Standards and Accreditation (CASA, a standing committee of the American Educational Studies Association) has maintained the Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies. The Standards are a policy document intended as a powerful curriculum policy tool for faculty and higher education administrators across North America to use to develop foundations and educator preparation programming with disciplinary integrity and to maintain said programs with fidelity. As pressures to provide accountability and improvement measures or attach outcomes to disciplines in education increase, especially teacher education, foundations faculty and programs are challenged in their efforts to both build strong foundations programming and resist the push to dilute or otherwise embed the intellectual and practical work of the discipline into other, mostly unrelated, courses. The Standards provide language and support for foundations scholars housed in teacher education departments to hone their craft, generate good programming, and develop good scholars and P–12 practitioners.

The child’s curriculum as a gift: Opening up the early-level curriculum in Scotland

2018 ◽  
Author(s):  
Aline-Wendy Dunlop
Keyword(s):  
Early Childhood ◽  
Educational Policy ◽  
Curriculum Reform ◽  
First Century ◽  
Best Interests ◽  
Roles And Responsibilities ◽  
Childhood Education ◽  
Policy Tool ◽  
Before School ◽  
Opening Up

Many countries worldwide benefit from a long tradition of early childhood education, some serving the years from birth to seven or eight years old. Determined to provide out-of-home experiences for children before school start, this costly exercise has led to review of location, staffing, pedagogical approaches, and curriculum, while advocating ‘the best interests of the child’. Curriculum reform has often been used as an educational policy tool. There have been shifts in the roles and responsibilities of early educators and consequently in early childhood practices nationally and internationally. The long Scottish early childhood tradition provides a context in which to consider how an understanding of the child’s curriculum may be a gift to ensure an enlightened early childhood educational policy and curriculum interpretation at the beginning of the twenty-first century. By looking back, we can begin to look forward.

Indigenous Teacher Education in Canada and Aotearoa New Zealand

2019 ◽  
Author(s):  
Celia Haig-Brown ◽  
Te Kawehau Hoskins
Keyword(s):  
Teacher Education ◽  
New Zealand ◽  
Indigenous Education ◽  
Indigenous Communities ◽  
Direct Result ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Policy Document ◽  
Aotearoa New Zealand ◽  
Treaty Of Waitangi

Indigenous teacher education has proven to be a powerful influence in the resurgence of Indigenous cultures and languages globally. In Canada and Aotearoa New Zealand, while there are numerous distinctions between the countries in size, linguistic and cultural diversity, and the histories of Indigenous peoples and colonization, an Indigenous commitment to schooling has shaped long-term and recent aspirations in both contexts. Within Canada, the proliferation of Indigenous teacher education programs is a direct result of a 1972 landmark national policy document Indian Control of Indian Education. This document written by Indigenous leaders in response to the Canadian government was the culmination of a decades-long, relentless commitment to creating the best possible schooling systems for Indigenous students within the provinces and territories. In 2015, despite some significant gains, the Truth and Reconciliation Commission of Canada completed its work articulating Calls to Action that reinforce the original recommendations, particularly the focus on Indigenous control of education. In the Aotearoa New Zealand context, the establishment of Māori language schooling pathways and Māori medium teacher education programs has been made possible by activism focused on the recognition of Indigenous-Māori rights to language and culture guaranteed by the 1840 Treaty of Waitangi. Forms of constitutional recognition of the Treaty of Waitangi mean that New Zealand endorses a social policy of biculturalism. From the 1970s and 1980s, responses to exclusionary and racist colonial policies and practices have led to the creation of teacher education programs in both Canada and Aotearoa New Zealand transforming universities and schools and establishing spaces of Indigenous authority, activism and expertise. While the pace of change varies radically from place to place and from institution to institution, and the specific contexts of the two countries differ in important ways, the innumerable Indigenous graduates of the programs make ongoing contributions to Indigenizing, decolonizing, and educating Indigenous and non-Indigenous communities alike. The growth and strengthening of an Indigenous education sector have led to significant policy and curriculum reforms across the education systems and to ongoing engagement in critique, advocacy, research, and practice. Throughout their development, Indigenous leadership and control of the programs remain the immediate and long-range goals.

scholarly journals Why Black Adolescents Are Vulnerable at School and How Schools Can Provide Opportunities to Belong to Fix It

2020 ◽  
Vol 7 (1) ◽  
pp. 3-9
Author(s):  
DeLeon L. Gray ◽  
Elan C. Hope ◽  
Christy M. Byrd
Keyword(s):  
Teacher Education ◽  
Human Resources ◽  
Educational Policy ◽  
Educational Psychology ◽  
Culturally Relevant ◽  
Black Adolescents ◽  
Learning Opportunities ◽  
Community Leaders ◽  
Policy Recommendations ◽  
Strategic Investments

This article discusses factors contributing to the belonging vulnerability of Black adolescents as well as educational policy considerations for providing Black adolescents with opportunities to belong at school. Scholarship at the intersection of educational psychology and teacher education provides cultural interpretations for why and how Black adolescents are vulnerable to issues of belonging when educators are not in their corner, and when curricula do not reflect their cultures. Policy recommendations include (a) strategic investments in principal preparation, (b) information and human resources to develop culturally relevant learning opportunities, and (c) substantive roles for students as school and community leaders who can help address structural causes of belonging vulnerability among this population.

Introduction

2017 ◽  
Vol 4 (2) ◽  
pp. 101-116 ◽  
Author(s):  
Rajan Gurukkal
Keyword(s):  
Political Economy ◽  
Educational Policy ◽  
Knowledge Economy ◽  
Social Consequences ◽  
Special Issue ◽  
Policy Document ◽  
Demographic Situation ◽  
National Education ◽  
Social Theories ◽  
National Education Policy

As the introductory to the Special Issue reviewing the Draft National Education Policy (NEP), 2016, the article seeks to provide a theoretical framework of critical political economy in examining the context, compulsions, quality implications, and social consequences of the policy document. It mentions certain social theories that compliment the framework of critical political economy by explaining subtleties in the inter-relationship between the economy and educational policy. As background factors essential for a critique of the policy document the special demographic situation, features of national socio-economics, the problem of low GER, dominance of Techno-capitalist Knowledge Economy on the educational policy, and the possible consequences have been summarised. A very brief statement of the purport of articles that make the Special Issue is given at the end.

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