scholarly journals AEFP at Forty: Looking Back and Thinking Forward

2016 ◽  
Vol 11 (4) ◽  
pp. 361-368
Author(s):  
Dominic J. Brewer ◽  
Chandler P. Miranda
Keyword(s):  
Education Policy ◽  
Education Finance ◽  
Policy Issues ◽  
Social Trends ◽  
Fortieth Anniversary ◽  
Academic Association ◽  
Looking Back

Founded in 1975, the Association for Education Finance and Policy (AEFP) has evolved into a professional and academic association representing a variety of disciplines and perspectives on a growing array of education finance and education policy issues. On the occasion of the organization's fortieth anniversary, the authors look at the organization's evolution and consider how its future will be shaped by economic and social trends, as well as the evolution of education finance and policy.

scholarly journals Adults’ numeracy practices in fluid and unstable contexts—An agenda for education, policy and research?

2019 ◽  
Vol 42 (3) ◽  
pp. 343-356
Author(s):  
Keiko Yasukawa ◽  
Jeff Evans
Keyword(s):  
Social Context ◽  
Education Policy ◽  
Activity Theory ◽  
Cultural Historical Activity Theory ◽  
Social Trends ◽  
Educational Provision ◽  
The Social ◽  
The World ◽  
Historical Activity ◽  
Cultural Historical Activity

Abstract Numeracy practices are always dependent on the social context in which they emerge. These contexts, however, are unstable because of a range of technological and socio-political changes. How does this instability affect people’s agency in the world? After reviewing key approaches to numeracy practices research, we distil key findings from recent numeracy studies. We introduce the concept of the numerate environment to examine the context in which opportunities, supports and demands present themselves for people’s numeracy development, explaining how cultural-historical activity theory can be used to analyse the effects of changes in numerate environments. We consider examples of social trends likely to effect such changes and conclude with implications of shifts in people’s numerate environment for future educational provision, policy and research.

Migrant Workers

2013 ◽  
Author(s):  
Richard Wolff ◽  
Karen Dodge
Keyword(s):  
United States ◽  
Social Work ◽  
Education Policy ◽  
Child Labor ◽  
Working Conditions ◽  
Migrant Workers ◽  
Social Problems ◽  
The United States ◽  
Policy Issues ◽  
Social Work Programs

This entry discusses migrant workers in the United States and the unique circumstances and conditions they face. Included in the discussion are social problems faced by migrants with respect to health, housing, working conditions, child labor, and education. Policy issues are addressed, including relevant national, international, and corporate laws. Migrant patterns, demographics, and definitions are presented. Finally, social work programs, responses, and interventions are identified.

Accessibility of Electronically Mediated Education: Policy Issues

2004 ◽  
Vol 16 (2) ◽  
pp. 85-93 ◽  
Author(s):  
Martin E. Blair ◽  
Hilary Goldmann ◽  
Joy Relton
Keyword(s):  
Education Policy ◽  
Policy Issues

scholarly journals “Modern” Education Finance: How It Differs from the “Old” and the Analytic and Data Collection Changes It Implies

2006 ◽  
Vol 1 (1) ◽  
pp. 3-16 ◽  
Author(s):  
James W. Guthrie
Keyword(s):  
Data Collection ◽  
Education Policy ◽  
Education Finance ◽  
Modern Education ◽  
Fine Grained ◽  
Private Market ◽  
Data Elements ◽  
K 12 ◽  
Modern Era ◽  
The U.S

This article contends that a new concept of education finance has emerged in response to substantial alterations in the U.S. education policy environment. The major distinction between modern and old is that the latter was principally concerned with arrangements of inputs in K-12 schooling. The former, modern-era education finance, is concerned with relationships of inputs to schooling outcomes. This modern education finance paradigm provokes a need for (1) research and data extending into the operations of education itself, not just financing; (2) far more fine-grained information than now exists regarding education inputs, throughputs, and outputs; (3) cohesive concepts for linking these data elements with one another to better understand their interactions; (4) an expanded set of outcome measures; (5) information about how previously public sector, dominant-education offerings interact with expanded private market conditions; and (6) better linkage between K-12 and postsecondary data and analyses.

Sociology of Education

Education ◽  
2011 ◽  
Author(s):  
Sheneka M. Williams
Keyword(s):  
Social Context ◽  
Education Policy ◽  
Educational Achievement ◽  
Sociology Of Education ◽  
Policy Issues ◽  
The Social ◽  
Education And Society ◽  
The Way

The sociology of education refers to how individuals’ experiences shape the way they interact with schooling. More specifically, the sociology of education examines the ways in which individuals’ experiences affect their educational achievement and outcomes. Scholars and professionals who are interested in the interaction of education and society typically participate in this field. This field also includes education policy issues that arise from the social context of schools. The citations included in this bibliography guide users to works that primarily pertain to the structure of schooling. Certain citations have been included because of their significance to the discipline, in particular, and their influence on the overall field of education, in general.

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