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Handbook of Education Policy Research, 1e

Handbook of Education Policy Research, 1e


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書摘

This book is appropriate for scholars and graduate students working in the field of education policy and for the growing number of academic, government, and think-tank researchers engaged in policy research.



關鍵詞

目錄

  • Section I: Social Science Disciplines and Education Policy Research
    01. Historians and Educational Policy Research in the United States
    02. Policy Research in Education: The Economic View
    03. The Economic Value of Education and Cognitive Skills
    04. A Political Science Perspective on Education Policy Analysis
    05. Perspectives from the Disciplines: Sociological Contributions to Education Policy Research and Debates
    06. Current Approaches to Research in Anthropology and Education
    07. Making Education Research More Policy-Analytic
    08. Commentary: Disciplined Education Policy Research
    09. Commentary: The Disciplinary Foundations of Education Policy Research

  • Section II: Conducting Policy Research: Methodological Perspectives
    10. Separate Orbits: The Distinctive Worlds of Educational Research and Policymaking
    11. The Use of Randomized Trials to Inform Education Policy
    12. Causal Inference in Non-Experimental Educational Policy Research
    13. Research Synthesis and Education Policy
    14. Complementary Methods for Policy Research
    15. Assessment Policy: Making Sense of the Babel
    16. Scale-Up as a Framework for Intervention, Program, and Policy Evaluation Research
    17. Commentary: Conducting Policy Research: Methodological Perspectives
    18. Commentary: An Applied Perspective on Research, Method, and Policy

  • Section III: Politics and the Policy Process
    19. Education and Domination: Reforming Policy and Practice through Critical Theory
    20. Race, Ethnicity, and Education
    21. Race(ing), Class(ing), and Gender(ing) Our Work: Critical Race Theory, Critical Race Feminism, Epistemology, and New Directions in Educational Policy Research
    22. Rhetoric and Symbolic Action in the Policy Process
    23. The Role of Law in Educational Policy Formation, Implementation, and Research
    24. Teacher Collective Bargaining: What We Know and What We Need to Know
    25. The Voice of the People in Education Policy
    26. Assessment Policy and Politics of Information
    27. What Works in Defining "What Works" in Educational Improvement: Lessons from Education Policy Implementation Research, Directions for Future Research
    28. Conceptualizing Policy Implementation: Large-Scale Reform in an Era of Complexity
    29. Public Choice and the Political Economy of American Education
    30. Research in the Policy Process
    31. Commentary: Politics and the Policy Process
    32. Commentary: Getting "Critically Real" About the State of Education Politics and Policy Process Research

  • Section IV: Policy Implications of Educational Resources, Management, and Organization
    33. Notes on Reframing the Role of the Organizations in Policy Implementation: Resources for Practice, in Practice
    34. What Do We Know About Reducing Class and School Size?
    35. Conceptions, Measurement and Application of Educational Adequacy and Equal Educational Opportunity
    36. Whether and How Money Matters in K-12 Education,
    37. School Reconstitution and School Improvement: Theory and Evidence,
    38. Charter School Policy Issues and Research Questions
    39. Vouchers
    40. A Market for Knowledge?
    41. Market Reforms in Educati
    42. Commentary: A Call to Studied Action: Lessons from Research on Policies Designed to Improve the Organization and Management of School
    43. Commentary: Improvement or Reinvention: Two Policy Approaches to School Reform

  • Section V: Teaching and Learning Policy
    44. Opportunity to Learn
    45. The Reading and Math Wars
    46. Language Policy in Education
    47. Teacher Quality and Teacher Labor Markets,
    48. Teacher Preparation and Teacher Learning: A Changing Policy Landscape
    49. School Improvement by Design: Lessons from a Study of Comprehensive School Reform Programs,
    50. Measurement and Improvement of Teacher-Child Interactions: Implications for Policy and Accountability Frameworks of Standardized Observation
    51. Closing Achievement Gaps
    52. New Technology
    53. Education and the Shrinking State,
    54. Commentary: Research on Teaching and Learning
    55. Commentary: Informing Teaching and Learning Policy

  • Section VI: Actors and Institutions in the Policy Process
    56. International and Transnational Policy Actors in Education: A Review of the Research
    57. New Approaches to Understanding Federal Involvement in Education
    58. The Expansion of State Policy Research
    59. The District Role in Instructional Improvement
    60. Pushing on the Paradigm: Research on Teachers’ Organizations as Policy Actors
    61. Local Democracy in Education
    62. The Politics of (Im)Prudent State-Level Home schooling Policies
    63. Student Voice and Student Roles in Education Policy and Policy Reform
    64. Looking Forward: Toward a New Role in Promoting Educational Equity for Students with Disabilities from Low-Income Backgrounds
    65. Commentary: Research on Actors and Institutions Involved in Education Policy: Themes, Tensions, and Topics to Explore
    66. Commentary: Nested Actors and Institutions: The Need for Better Theory, Data and Methods to Inform Education Policy

  • Section VII: Educational Access and Differentiation
    67. Policy and Place—Learning from Decentralized Reforms
    68. Early Childhood Education
    69. Social Stratification and Educational Opportunity
    70. Shadow Education Systems
    71. K-16 Transitions and Higher Education Access
    72. Permeability and Transparency in the High School-College Transition
    73. Governmental Policy and the Organization of Postsecondary Education
    74. The Invisible Hand of World Education Culture: Thoughts for Policy Makers
    75. Commentary: Access and Differentiation
    76. Commentary: Access and Differentiation: Structuring Equality and Inequality in Education Policy