A Study of the Limitations and Redesign of the Citizen Auditor System in the Education Policy Area

2021 ◽  
Vol 14 (2) ◽  
pp. 169-199
Author(s):  
Kwangho Sim ◽  
Cheouljoo Lee ◽  
Kiwan Joo
Keyword(s):  
Education Policy ◽  
Policy Area

Special Education: Policy and Practice Implications for Immigrant and Minority Children

2007 ◽  
Author(s):  
Traci Weinstein ◽  
Dina Birman ◽  
Tina Taylor Ritzler ◽  
Tamara Springle
Keyword(s):  
Special Education ◽  
Education Policy ◽  
Policy And Practice ◽  
Minority Children ◽  
Special Education Policy

The Duplicitous Character of Bilingual Education Policy

2015 ◽  
Vol 3 (2) ◽  
pp. 57-70
Author(s):  
Gaurang Rami ◽  
◽  
Ana Marie Fernandez ◽  
Keyword(s):  
Education Policy ◽  
Bilingual Education ◽  
Bilingual Education Policy

Documental analysis of educational public policy: foundations of Paul de Bruyne's quadripolar approach

2020 ◽  
Vol 3 (2) ◽  
pp. 27
Author(s):  
ROSEMARY LOPES SOARES DA SILVA
Keyword(s):  
High School ◽  
Public Policy ◽  
Education Policy ◽  
Professional Education ◽  
Clear Understanding ◽  
Concepts And Categories ◽  
Research In Education

The present study seeks to explain the techniques and procedures, the concepts and categories with which the interpretation of the object studied, that is - documents related to the High School  Technical Professional Education Policy - implemented in Bahia / Brazil, specifically, the reference regarding Paul de Bryne’s quadripolar approach (1977), which provide the theoretical-methodological density of the object studied in relation to the epistemological, theoretical, technical and morphological poles. In this perspective, it is agreed with Gamboa (1987), in the sense that, the accomplishment of a research is not the fulfilment of ‘methodological ritualism’ with a ‘theoretical fad’ in order not to repeat what commonly happens in research in education, in progressively more intense way, of eclectic attempts that randomly collect techniques, methods and theoretical references without a clear understanding of the epistemological foundations and the philosophical implications of the different paths of knowledge.

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