Research And Reform

Read the author's commentary for the Teachers College Record here: http://www.tcrecord.org/Content.asp?ContentID=15915 It is not an exaggeration to say that the field of education has been under attack. Many, particularly in Washington, D.C., have proclaimed the research to be shoddy. They have called for new "scientific" standards for research. Randomized control trials have been promoted. In many of these discussions, the only criterion is making a more rational and scientific approach to education research. Since the federal government plays a leadership role in defining the terms of education debates, this critique is important. It stands to radically reshape research and possibly school priorities in the future. The essays in this book take up this important topic. They offer critical insight into how this debate came to flourish. Some of the authors take issue with core assertions of the debate; other are sympathetic. Taken together, they help to broaden and deepen our understanding of the efforts to revamp the field of education research and, ultimately education. The chapters also discuss the factors that facilitate, and impede, research from having an impact on policy. Teaching and Learning Goals Include: -- helps illuminate the relationship between education research and policy --critically examines key assumptions of federal legislation particularly the call for scientific rigor in the No Child Left Behind Legislation --helps students understand the broader intellectual context of this crisis in education

Decade of Reform: Science and technology policy in China

This first full account of curriculum policy formulation in 1990s Ontario helps readers understand the real-life experiences of policymakers both within the province and internationally. Having worked as a policy analyst for the Government of Ontario, a public school teacher, and a university professor, author Laura Elizabeth Pinto is uniquely positioned to tackle the key issues of policy formulation: the politics and tensions among different policy actors; the relationships between democracy in education and in policy formation; and the hidden role of privatization. Based on interviews with key policy actors, including ministry bureaucrats, curriculum policy writers, stakeholder consultation participants, and political staffers, Curriculum Reform in Ontario provides a critique of conventional policy formulation processes. Pinto also suggests possibilities for more participatory approaches to policy formulation that can better support the critical role played by schools in creating democratic societies.

This volume offers a comprehensive discussion of implementation analysis in higher education and an extensive review of relevant recent literature. Coverage analyzes the effective and specific complexities of the implementation of higher education policies in several countries, including: Australia, Austria, Finland, Italy, Mexico, the Netherlands, Norway, Portugal, Spain, South Africa, Sweden, the United Kingdom, and the United States.

The role of governments in the operation of education research and development systems is under critical scrutiny throughout the developed world. The introductory chapter presents the main themes of a seminar held in 1992 and outlines challenges for further work. The next 10 chapters focus on education research and development issues: (1) "Educational Research Policy in the United States: Background and Overview for the Joint OERI/OECD Seminar" (Tommy M. Tomlinson); (2) "Trends, Issues and Problems in Educational Research in a Group of OECD Countries" (Desmond L. Nuttall); (3) "The OERI/CERI Seminar on Educational Research and Development: A Synthesis and Commentary" (Michael Huberman); (4) "Research and Education Reform: A Study of the Federal Role in United States' Education Research and Development" (Katherine Bick; Gregg B. Jackson); (5) "Changes in the Relationship between Educational Research and Policy: The Case of the Netherlands" (Paul M. M. van Oijen); (6) "Teachers as Critical Consumers of Research" (Michael G. Fullan); (7) "Near the Chalk Face: New Approaches to Research for Education Renovation" (Bob W. Connell); (8) "Uniting Producers and Consumers: Challenges in Creating and Utilizing Educational Research and Development" (Susan H. Fuhrman); (9) "In Search of New Structures and Procedures for Organizing Government Funded Education Research and Development" (Thomas K. Glennan, Jr.); and (10) "Afterwards: Research and Reform in the United States" (Tommy M. Tomlinson). Biographies of the 11 authors follow the articles. (CK)

Unhealthy Housing presents an analysis of the research into the health implications of housing and the significance for legal regulation of housing conditions. Key experts present short papers, together with an overview to give an evaluation of the significance of housing on the health of occupiers.

Different regions of the world are making increasing demands for educational reform, especially when institutions are dissatisfied with the level of proficiency of their graduates. Since the realization of how important English education is to global success, reform to English education is becoming progressively vital in societies all over the world. The Handbook of Research on Curriculum Reform Initiatives in English Education provides research exploring the theoretical and practical aspects of a variety of areas related to English education and reform, as well as applications within curriculum development and instructional design. Featuring coverage on a broad range of topics such as teachers’ roles, teaching methods, and professional development, this book is ideally designed for researchers, educators, administrators, policymakers, interpreters, translators, and linguists seeking current research on the existing body of knowledge about curriculum reform in English education in an international context.

The Committee on the Federal Role in Education Research (CFRER), convened by the National Academy of Sciences (NAS), studied the structure, operations, and functioning of the Office of Educational Research and Improvement (OERI) in the Department of Education and the organizations it supports, and reviewed the roles of other agencies and the overall research needs of U.S. education. The United States is currently committed to education reform, in which the OERI may play a major role. The examination of the OERI found an agency severely challenged by external difficulties as well as internal problems. External problems include public conflicts about education and funding. Internal problems include a weak advisory council and frequent administrative turnover. Uneven quality control, limited coordination among OERI offices, and poor information dissemination are flaws that should be overcome. The CFRER concludes that the OERI should be rebuilt. CFRER recommendations are grouped according to: (1) governance; (2) organization and functions; (3) operations; and (4) funding. To accomplish its redefined functions, the OERI should receive a substantial funding increase. There is a 220-item list of references, and an appendix gives biographical sketches of 17 CFRER and staff members. (SLD)