From PISA and TIMSS to YKS: Comparing International and National Exams within Educational Policy Context

The topic of citizenship education and the promotion of democratic citizenship in schools has risen to the top of educational policy agendas in Europe over the past three decades. This rise in attention, however, appears to be accompanied by an apparent lack of attention to the specific manner in which citizenship, education and the assumed relationship between both are currently conceptualised and understood in this policy context. The currently dominant notions of citizenship education centre around a concept of citizenship-as-competence, illustrating a certain assumption of equivalence between citizenship and formal education in schools, without further elaborating on this assumption. By means of a critical re-reading of key European educational policy texts referring to citizenship education, and their use of the key concepts of citizenship and education, our analysis shows how the competence-based approach to citizenship education in European educational policymaking entails tensions with its own assumptions, therefore falling short of its own proclaimed purpose of emancipating young people in Europe to become autonomous, engaged and critical democratic citizens.

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“It’s like this Myth of the Supernegro”: resisting narratives of damage and struggle in the neoliberal educational policy context

Race Ethnicity and Education ◽

10.1080/13613324.2016.1248819 ◽

2016 ◽

Vol 20 (6) ◽

pp. 781-795 ◽

Cited By ~ 14

Author(s):

Bianca J. Baldridge

Keyword(s):

Educational Policy ◽

Policy Context

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Temporal withdrawal behaviors in an educational policy context

International Journal of Educational Management ◽

10.1108/ijem-12-2015-0165 ◽

2017 ◽

Vol 31 (7) ◽

pp. 895-907 ◽

Cited By ~ 1

Author(s):

Zehava Rosenblatt ◽

Orly Shapira-Lishchinsky

Keyword(s):

Educational Policy ◽

Ethical Climate ◽

Time Perspective ◽

Turbulent Environment ◽

Content Type ◽

Theoretical Contribution ◽

Policy Context ◽

The Hierarchical Structure ◽

Medium Level ◽

Withdrawal Behaviors

Purpose The purpose of this paper is to investigate the differential relations between two teacher withdrawal behaviors: work absence and lateness, and two types of school ethics: organizational justice (distributive, procedural) and ethical climate (formal, caring), all in the context of school turbulent environment. Design/methodology/approach Data were collected from 1,016 teachers in 35 Israeli high schools. The GLIMMIX procedure was used to consider simultaneously the hierarchical structure of the data, as well as the two dependent variables (absence and lateness). Findings The results showed that lateness was negatively related to two relatively short-term aspects of school ethics: distributive justice, in particular for women, and formal ethical climate. Absence was negatively related to a relatively long-term aspect of school ethics: caring climate, in particular for low- to medium-level seniority teachers. Research limitations/implications The paper’s theoretical contribution is to explicate the unique relation of each temporal withdrawal behavior to specific dimensions of the school ethical constructs studied. Practical implications In order to reduce teachers’ temporal withdrawal behaviors, school management may need to attenuate policy that taps into organizational ethics, while considering the effects of school culture and turbulent environment. Originality/value This study offers a time perspective, which fine-tunes understanding of teachers’ lateness and absence behaviors, while pointing out the unique relations of lateness and absence to school ethical within educational policy context.

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Un contexto temprano de política educativa regia: El “estudio general” de Alcalá de Henares (1293) = An Early Royal Educational Policy Context: the Study General of Alcalá de Henares (1293)

CIAN-Revista de Historia de las Universidades ◽

10.20318/cian.2018.4195 ◽

2018 ◽

Vol 21 (1) ◽

pp. 151

Author(s):

Manuel Casado Arboniés

Keyword(s):

Educational Policy ◽

Policy Context ◽

Set Up ◽

Politica Educativa ◽

The University

Abstract: The University of Alcalá de Henares. In terms of origin it was the fourth to be created in Spain after the short-lived University of Palencia (1212), the University of Salamanca (1218) and the University of Valladolid (1241). The University of Alcalá de Henares with its General or Advanced Studies was founded on 20 May 1293 by the Archbishop of Toledo, Gonzalo Pérez Gudiel, and King Sancho IV by royal privilege. The most distant precedent in at the time of theUniversity have set up from the 13 April 1499 Cardinal Francisco Jiménez de Cisneros.Keywords: Origin, University of Alcalá de Henares, General or Advanced Studies,Sancho IV, Archbishop of Toledo Gonzalo Pérez Gudiel, Cardinal Francisco Jiménez de Cisneros.Resumen: La Universidad de Alcalá de Henares. Su origen histórico la sitúa en cuarto lugar de las creadas en España, después de la de Palencia (1212), la primera pero de muy corta duración, la de Salamanca (1218) y la de Valladolid (1241). La Universidad de Alcalá de Henares, con sus Estudios Generales, -estudios superiores-, fue creada el 20 de mayo de 1293 por el Arzobispo de Toledo GonzaloPérez Gudiel y por el rey de Castilla Sancho IV, por privilegio real. El precedente más alejado en al tiempo de la universidad configuró a partir del 13 de abril de 1499 el Cardenal Francisco Jiménez de Cisneros.Palabras clave: Origen, Universidad de Alcalá de Henares, Estudios Generales, Sancho IV, Arzobispo de Toledo Gonzalo Pérez Gudiel, Cardenal Francisco Jiménez de Cisneros.

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The changing field of development and global education resource provision in New Zealand

International Journal of Development Education and Global Learning ◽

10.18546/ijdegl.10.1.05 ◽

2018 ◽

Vol 10 (1) ◽

pp. 59-71 ◽

Cited By ~ 1

Author(s):

Rachel Tallon ◽

Andrea Milligan

Keyword(s):

New Zealand ◽

Educational Policy ◽

Knowledge Production ◽

Global Education ◽

Educational Resource ◽

Development Education ◽

Policy Context ◽

Production Processes ◽

Production And Consumption ◽

Education Resource

This article examines the nature of resource provision for development and global education in New Zealand through three lenses: (1) the wider educational policy context; (2) the knowledge production processes and practices that have shaped development and global education; and (3) the content of selected educational resources. This threefold analysis reveals an increasingly diffuse environment of educational resource production and consumption, with little evaluation or coordination. Despite this, there are opportunities for development and global education to reposition itself more centrally within the space of educational resource provision, through supporting learners' critical, active and informed participation in local and global communities. The broader approach provides a new arena that can, if done well, enhance global and development education.

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