bluuebunny/crossref_metadata_2025 huggingface dataset:
From Democratic Participation to School Choice: Quasimarket Principles in the Spanish Educational Legislation
Authors: Olmedo Reinoso Antonio
Published: March 2015

This paper is part of a broader research project that aims to study and give some theoretical explanation to the inclusion/exclusion dynamics produced by the application of neoliberal policies in education. It focuses on those policies that promote school choice and family involvement. The goal was to contextualize the role of the State over these issues, analyzing the legislative framework in which families act and take decisions in relation to their children's education process. Far from trying to give a mere description of the contents of those policies, this article tries to understand and point out their possible effects in comparison with other contexts that have already developed similar dynamics. The article suggests that the trajectory of the Spanish educational policy over school choice and participation has redefined the role of families in relation to their children's schooling process. The result has been the transition from an active role in the daily organization and management of the schools to another one more specific and restricted where the families could be defined as consumers of education focusing on the control through choice of those schools that are considered as the "best and more appropriate" in order to fulfil present and future aspirations and expectations.
From Exclusion to Inclusion: Deaf and Hard-of-Hearing Students in the Spanish University
Authors: López Torrijo Manuel
Published: March 2015

The educational inclusion of disabled people constitutes one of the most relevant educational and pedagogical innovations in the past decades. This article analyses such inclusion at the university level choosing students with deafness as a representative and extrapolative sample. After specifying the main limitations and needs for this group of students, the study revises the solutions put forward by the current legislation and it details in depth, by way of a comparative study, the services provided now by the newly created University Services for the Integration of students with special educational needs. The study points out conclusively some proposals for the future?principles, strategies, services, resources?which may enable to attain an equalitarian society through an educational integration in this higher stage of education.
Choice without Equity: Charter School Segregation
Authors: Frankenberg Erica , Siegel-Hawley Genevieve , Wang Jia
Published: March 2015

The political popularity of charter schools is unmistakable. This article explores the relationship between charter schools and segregation across the country, in 40 states, the District of Columbia, and several dozen metropolitan areas with large enrollments of charter school students in 2007-08. The descriptive analysis of the charter school enrollment is aimed at understanding the enrollment and characteristics of charter school students and the extent to which charter school students are segregated, including how charter school segregation compare to students in traditional public schools.  This article examines these questions at different levels, aggregating school-level enrollment to explore patterns among metropolitan areas, states, and the nation using three national datasets.  Our findings suggest that charters currently isolate students by race and class. This analysis of recent data finds that charter schools are more racially isolated than traditional public schools in virtually every state and large metropolitan area in the nation.  In some regions, white students are over-represented in charter schools while in other charter schools, minority students have little exposure to white students.  Data about the extent to which charter schools serve low-income and English learner students is incomplete, but suggest that a substantial share of charter schools may not enroll such students. As charters represent an increasing share of our public schools, they influence the level of segregation experienced by all of our nation’s school children. After two decades, the promise of charter schools to use choice to foster integration and equality in American education has not yet been realized.
Education Reform, Equal Opportunity and Educational Achievement: Do Trend Data Adequately Report Progress?
Authors: Knoeppel Robert Charles , Brewer Curtis A.
Published: March 2015

Using Kentucky as a case study, the research described in this paper examines efforts to provide equality of educational opportunity.  Standards based educational reform has produced myriad data on student achievement that are used by educators, policy analysts, legislators, and researchers to discern progress.  This research makes use of multiple sources of data(CATS index, reading proficiency, math proficiency) in an attempt to more thoroughly consider progress in attempts to ameliorate gaps in student achievement that have been found to exist as related to local wealth.  Findings from the study show mixed results.  Although local wealth has decreased as a predictor of student achievement in reading, it is still a significant predictor of achievement in math.  Gaps are closing more rapidly at the elementary school level which suggests the need to study the process of education at the secondary level.  Lastly, student demographics, especially students qualifying for free and reduced lunch continue to be a significant predictor of student achievement.  We conclude that changes to state accountability systems that move the unit of analysis from the school to the student level offer the best opportunity to utilize emerging research methodologies that will enable practitioners and analysts to better analyze educational process.
Design and Implementation Issues in Longitudinal Research
Authors: Ludlow Larry H , Pedulla Joseph , Enterline Sarah , Mitescu Reagan Emilie , Cannady Mac , Chappe Stephanie
Published: March 2015

To meet demands for accountability, most schools and departments of education at institutions of higher education (IHEs) gather information on their current students and graduates. This paper describes issues and considerations when designing a longitudinal data collection and management system, drawing on seven years’ experience developing such a system. The recommendations provided stem from an attempt to use data collected for accountability more broadly to look at the specific issue of teacher retention/attrition. Recommendations include: maintain a stable staff, including a skilled data manager; attend fastidiously to record keeping and documentation; if measuring change, minimize change in measures; and gather data on multiple cohorts to cross-validate findings.
Practices of sexual education: an analysis in municipal schools in the south of Brazil
Authors: Quaresma da Silva Denise Regina , Ulloa Guerra Oscar
Published: March 2015

This article approaches a characterization of the practices of sexual education in educative institutions in Novo Hamburgo, Rio Grande do Sul, Brazil, where the precocious gestations have a significative extension. We rescued some theoretical contributions to understand the sexual education, specifically from the pos-structuralism, and from current researches about this topic. Besides, we show qualitative results from the interviews with directives and teachers of the fifty six schools of the municipality.
Globalization and the Reform of Faculties of Education in Egypt: The Roles of Individual and Organizational, National and International Actors
Authors: Ginsburg Mark , Megahed Nagwa
Published: March 2015

In this paper we outline the history of institutionalizing pre-service teacher education in Egypt, and then examine efforts in the mid-1990s to the mid-2000s to reform faculties of education. We document previous criticisms of and proposed changes in teacher preparation programs, but note that concerted reform efforts occurred only after the Egyptian government in the 1990s focused on improving educational quality, including teacher preparation, and the World Bank and USAID also put the issue pre-service teacher education on their agendas – and committed funds for this purpose. We also describe how the proposed reforms of policy and practice (e.g., improving assessments of entrants and graduates, increasing a focus on practice versus theory in coursework, expanding the amount of time devoted to field experiences, and organizing “induction” programs to support and guide new teachers) reflected global teacher education reform discourses characteristic of the 1990s and 2000s. However, rather than treating globalization as a process without real actors, we trace how these ideas were promoted by many Egyptians and non-Egyptians (e.g., faculty of education staff and Ministry of Higher Education personnel, but also World Bank staff, USAID personnel, and members of the two international organization-funded project teams). In examining the planning and implementation of two internationally funded faculty of education reform projects, we explore the interplay between and among local and global actors and identify individual and organizational factors that enabled or constrained these efforts to achieve significant and sustainable improvements in the quality of pre-service teacher education in Egypt.
Public education finance systems in the United States and funding policies for populations with special educational needs.
Authors: Verstegen Deborah A
Published: March 2015

This research investigates state finance policies for public education using survey methodology. The purpose is to update previous work and the existing knowledge base in the field as well as to provide a compendium of finance and policy options that are used across the states to finance public elementary and secondary schools. Chief state school officers or their designee were queried; data were provided for all 50 states and posted on the web for verification. This article presents the findings together with crosscutting themes including major state apportionment policies for K-12, special student populations, capital outlay provisions and transportation funding.
Required security screenings for researchers: A policy analysis
Authors: Zucker Andrew A.
Published: March 2015

After the attacks of 9/11/2001 the federal government implemented new policies intended to protect people and institutions in the United States. A surprising policy requires education researchers conducting research under contract to the U.S. Department of Education (ED) to obtain security clearances, sometimes known as security screenings. Contractor employees whose work meets any of four conditions are required to “undergo personnel security screenings.” Two of the four conditions are mandated by Homeland Security Presidential Directive 12, issued by President George W. Bush in 2004. This article focuses on the other two conditions triggering security screenings by ED, which are when contractor employees either “require access to unclassified sensitive information, such as Privacy Act-protected, personally identifiable, proprietary or other sensitive information and data” or “perform duties in a school or location where children are present.” Neither is a national security concern. Since 2007 the American Educational Research Association has objected to security screenings triggered by these two requirements; however, the policy was reissued by ED in July 2010. This article describes the experiences of contracting organizations and their employees. The majority have complied with the requirements, although often under duress. Two historical precedents are cited and discussed, when the government in the 1950s implemented loyalty oath provisions allegedly to protect citizens. Sociological and psychological research is explored that sheds light on people’s behavior when faced with requirements such as these screenings. A lengthy list of objections to the policy is explained and discussed.
Políticas educativas y empleabilidad: ¿cuáles son las competencias más influyentes?
Authors: Freire Seoane María Jesús , Teijeiro Alvarez Mercedes , Pais Montes Carlos
Published: March 2015

Resumen: En el presente estudio se analizan las competencias profesionales genéricas más valoradas, tanto por las empresas, como por los graduados universitarios. Esta investigación es un estudio cualitativo y cuantitativo en el que se usan datos sobre competencias de dos fuentes principales: los graduados de la universidad de La Coruña y los empresarios de esta provincia. En este trabajo se efectúa una aplicación del modelo Logit y se contrasta empíricamente si determinadas variables relativas a las competencias afectan a la probabilidad de tener un empleo. Los resultados confirman la opinión manifestada por varios investigadores de que en la actualidad las competencias más valorando en el mercado laboral son del tipo sistémicas, es decir competencias personales y transferibles, en detrimento de las competencias instrumentales más relacionadas con las capacidades y la formación del graduado. Education policy and employability: what are the most influential competencies?   Abstract: This paper analyzes the generic professional skills most valued by employers and university graduates. This research is a qualitative and quantitative study that uses data from two main sources: graduates of the University of A Coruña and employers of this province. The analysis herein, applies the Logit model, and it empirically contrasts the influence of certain variables related with skills on the probability of being employed. The results underpin the opinion stated by experts; currently the most highly regarded skills in the labour market are those that belong to the systematic type, therefore, personal and non-transferable, in detriment of instrumental skills closer related with graduates’ capacity and education.
Teacher Community in Urban Elementary Schools: The Role of Leadership and Bureaucratic Accountability
Authors: Weathers John M.
Published: March 2015

The purpose of this study is to determine the effect of principal leadership and accountability policies on teachers’ sense of community. This study is situated within the research and policy/practice discourse over the importance of schools developing a professional community of teachers who share common values, cooperate in support of these values, and a have sense of mutual accountability as a means of improving student achievement. However, to date, few studies have examined the effect of leadership practices and accountability policies on teacher communities, and these studies do not conceptualize and measure teacher community in line with theories of community. Additionally, there is a pervasive and mostly untested belief by advocates of teacher professionalization that top-down management, standards, and accountability policies are antithetical to teacher communities. Data for this study come from the National Center for Education Statistics’ (NCES) Schools and Staffing Survey (1999-2000). A two-level multilevel regression analysis was used with a public school urban elementary (K-5) subset of the SASS data. Principal leadership has a very strong positive effect on teacher community—the strongest effect of any policy-amenable variable. Significant principal actions include: recognizing teacher effort and communicating expectations; and a principal’s direct efforts to build community among teachers. The effect of teacher classroom control and policy influence is significant, but reduced by measures of principal leadership. Teachers’ use of standards is associated with a sense of community, but a somewhat limited measure of school performance-based accountability has no association.
The Utility of Online Choice Options: Do Purely Online Schools Increase the Value to Students?
Authors: Rauh William Jonathan
Published: March 2015

Online education has grown in popularity as a choice option over the past decade.  A variety of studies exist on methodologies for content delivery and on the impacts of online education for specific communities.  However, few works have considered the utility of online educational choices in comparison to physical schools.  Using an expected utility model this paper examines the value conferred to a student in an online charter school versus traditional physical schools in the same state.  Value in this case is defined as the likelihood of performing better on a standardized test.
P-20 Education Policy: School to College Transition Policy in Washington State
Authors: Pitre Paul E
Published: March 2015

This study examines Washington State’s attempt to move toward an integrated, P-20 system of education that enhances student transitions from high school to college. In analyzing Washington as a single case study, a profile of the state is developed on key access related characteristics. Data for this study were gathered utilizing fundamental case study methods. In depth qualitative interviews were conducted with Washington State Legislators, legislative staff, key state education agency officials, and college and university representatives. Document analyses of agency records, public hearings, testimonies, position papers, reports, and public meeting records were also conducted. This study found that Washington has many key programs in place to enhance student transitions between the K-12 system and the higher education, but the state’s current approach lacks coherence and cohesion. This study also found that the state has developed a new and innovative model with the potential to solve many transition related issues, but it will require assessment to determine its actual effectiveness.
Eastern European Scientists in Mexico: An Exploration of their Immigration Experiences
Authors: Izquierdo Isabel
Published: March 2015

In this work we identified three highly skilled immigration waves during the 20th Century in Mexico: the Spanish, the South Americans, and the Eastern Europeans in particular those from the Former Soviet Union. In the last group, we analyzed the cases of nine scientist’s migrations experiences that came to Mexico in the nineties. The analysis focused on the causes that the scientists had to leave that region and to remain in Mexico.
From the workers’ adult education to the trade union higher education system in France: The Regional Employment Institutes
Authors: Caruccio Martins Regina Maria
Published: March 2015

This presentation on the hystorical context of the trade union adult education, limits itself to the 20th century, beginning with the postwar years till the creation of the first Regional Instituto of Employment, in 1956. The socio-economic conditions, as well as the policies of the time, determined the development of the workers’ social right that eventually led to the right to training and education. My role as a research professor at the IRT (2006- 2007) enabled me to enjoy the productions and discussions held by the institute’s experts in several fields (economists, lawyers, sociologists and historians) to carry out my research work on the unionism in France. In my capacity as an expert in adult education, I aimed to demonstrate through the data I could gather, the role that lifelong education plays in the education of the trade union workers, regardless of the ideologycal orientation the union may have, as it concerns a right embedded in the Civil Code which every worker is entitled to.
Recess and Reading Achievement of Early Childhood Students in Public Schools
Authors: Yeşil Dağlı Ümmühan
Published: March 2015

In recent years, schools have tended to eliminate recess period and to devote more time to instruction in order to increase academic achievement. Using a nationally representative sample, this study examined reading scores of students who experienced different numbers of recess days in a week, and different number of times and length of recess in a day. Students’ gender, race, family socioeconomic status, initial reading scores, and age were controlled. Findings showed no significant main effects of recess; however, students who were exposed to a 16-30 minutes recess period tended to perform better. An interaction effect of race and the length of recess was found. It was concluded that recess does not have a significant effect on reading achievement. In other words, it does not improve or hurt academic achievement, but provides an opportunity for children to be physically active, play and socialize -- just to be a child.
Género y Sexualidad: ¿Qué Dicen las Profesoras de Educación Infantil de Canoas, Brasil?
Authors: Quaresma da Silva Denise Regina , Fanfa Sarmento Dirléia , Fossatti Paulo
Published: March 2015

Este artículo aborda las concepciones sobre género y sexualidad de profesoras de educación infantil de la red de escuelas municipales de la ciudad de Canoas (Rio Grande do Sul, Brasil). Rescatamos algunas contribuciones que fundamentan nuestros posicionamientos teóricos, posteriormente analizamos el grupo focal que fue realizado con 26 educadoras, donde varias imágenes sobre el tema fueron presentadas al grupo y escuchamos sus interpretaciones. Los resultados apuntan la necesidad de incluir temas de género y sexualidad en la formación profesional de graduación y postgraduación del área de Pedagogía.
An Empirically-based Statewide System for Identifying Quality Pre-Kindergarten Programs
Authors: Williams Jeffrey M. , Landry Susan H. , Anthony Jason L. , Swank Paul R. , Crawford April D.
Published: March 2015

This study presents an empirically-based statewide system that links information about pre-kindergarten programs with children’s school readiness scores to certify pre-kindergarten classrooms as promoting school readiness. Over 8,000 children from 1,255 pre-kindergarten classrooms were followed longitudinally for one year. Pre-kindergarten quality indicators of intentional instruction, an early literacy focus, and professional development were key predictors of kindergarten outcomes. A latent profile analysis identified pre-kindergarten classrooms that were high on pre-kindergarten quality indicators and high on kindergarten outcomes (67.3%), low on pre-kindergarten quality and kindergarten outcomes (21.3%), or low on quality but high on outcomes (11.4%). The last group of classrooms was likely to serve middle-class children and not use the state program model. This project demonstrates how a scientific approach can inform stakeholders and parents about the effectiveness of early childhood programs.
Las condiciones ambientales en las aulas de Primaria en Iberoamérica y su relación con el desempeño académico
Authors: Murillo F. Javier , Martinez-Garrido Cynthia
Published: March 2015

El clima escolar y de aula es uno de los factores que mejor explican el desempeño académico de los estudiantes; sin embargo, hay unos elementos del clima poco estudiados pero que juegan un importante papel en el aprendizaje: las condiciones ambientales del aula. En esta investigación se estudia la relación de la iluminación del aula, su ventilación, su aislamiento, y la adecuación de su tamaño, así como del orden y la limpieza de la misma, con el logro escolar. Para ello se observan 248 aulas de 9 países de Iberoamérica, y se contrastan los resultados con lo que los niños y niñas han aprendido en un curso escolar en Lengua y Matemáticas mediante Modelos Multinivel de 4 niveles de análisis. Para recoger la información se utilizaron los siguientes instrumentos: Guía de observación del aula para el investigador, Pruebas de Rendimiento en Matemáticas y en Lengua, y Cuestionario para los docentes del aula, para los estudiantes y para las familias. Los resultados muestran que los factores ambientales de proceso tales como el orden y la limpieza del aula, inciden en el desempeño de los estudiantes; sin embargo, no se han encontrado relaciones estadísticamente significativas con factores más estables como  la iluminación, la ventilación, el ruido o el tamaño del aula, probablemente porque, como se demuestra, la gran mayoría de las aulas se encuentran en unas condiciones aceptables en estas variables.
High-stakes testing and student achievement: Updated analyses with NAEP data
Authors: Nichols Sharon , Glass Gene , Berliner David
Published: March 2015

The present research is a follow-up study of earlier published analyses that looked at the relationship between high-stakes testing pressure and student achievement in 25 states. Using the previously derived Accountability Pressure Index (APR) as a measure of state-level policy pressure for performance on standardized tests, a series of correlation analyses was conducted to explore relationships between high-stakes testing accountability pressure and student achievement as measured by the National Assessment for Education Progress (NAEP) in reading and math. Consistent with earlier work, stronger positive correlations between the pressure index and NAEP performance in fourth grade math and weaker connections between pressure and fourth and eighth grade reading performance were found. Policy implications and future directions for research are discussed.
Who Are Charter School Teachers? Comparing Teacher Characteristics, Job Choices, and Job Preferences
Authors: Cannata Marisa Ann , Penaloza Roberto
Published: March 2015

Given the importance of teachers to student learning, it is important to understand how and why charter schools differ in terms of their human capital. This paper explores the following questions: How do teacher qualifications and characteristics vary across school types? How much choice do teachers feel they have about where to work? How do teacher preferences for where to work differ by school type? Our findings suggest that charter school teachers do have different preferences for where to work compared to traditional public school teachers, but understanding these differences requires exploring differences among types of charter schools as well.
Evidence for the Influence of School Context on College Access
Authors: Strick Betsy R.
Published: March 2015

Since the release of the Coleman Report in 1966, studies (such as Sirin, 2005; Radford, Berkner, Wheeless, and Shepherd, 2010) have continued to find an association between socioeconomic status and educational attainment. Wyner, Bridgeland, and Diiulio (2007) observe that a progressively lower proportion of low-income, high achieving students remain successful as they advance from elementary school through college. The present study considers college enrollments from a college preparatory charter secondary school serving low-income students. The study finds that alumni enrolled in four-year colleges at a higher rate than did lottery-assigned comparison students. These four-year college enrollment findings held for Hispanic, African American, and Asian American students. At the same time, the overall college enrollment rates, meaning enrollment in two- and four-year colleges in contrast to no college enrollment, were quite similar for the Preuss School and comparison students. These results were achieved, this study suggests, through numerous academic and social supports that increase college eligibility rates and institute four-year college and financial aid applications as part of coursework. The four-year college enrollment findings offer the promise that schools can be arranged to increase academic opportunities for low-income students.
El “efecto escuela” en países de América Latina: Reanalizando los datos del SERCE
Authors: Cervini Rubén Alberto
Published: March 2015

El Laboratorio Latinoamericano de Evaluación de la Calidad de la Educación (LLECE) de la Oficina Regional de Educación para América Latina y el Caribe de la UNESCO, ha dado a conocer recientemente los resultados del análisis de los datos del  Segundo Estudio Regional Comparativo y Explicativo (SERCE) realizado en América Latina y el Caribe, respecto de las relaciones entre los aprendizajes en matemática y lectura de sexto grado de la educación primaria, y los factores escolares y extraescolares. Para el análisis de los datos, el LLECE utilizó modelos jerárquicos lineales con dos niveles: alumno y escuela. En la construcción de los índices de nivel socioeconómico y cultural de la familia del alumno, se aplicó la técnica "modelo de crédito parcial" (Rasch).  Las pruebas de Matemática y Lectura se analizaron separadamente. El estudio presenta las estimaciones de los efectos-escuela bruto, ajustado y neto, resultantes de la aplicación de esa metodología. En este artículo los datos del SERCE son reanalizados usando modelos multinivel bivariados con tres niveles (país, escuela y alumnos) y aplicando un procedimiento diferente para la construcción de índices de nivel socioeconómico y nivel cultural de la familia del alumno. Los resultados obtenidos divergen notablemente de los informados por el LLECE. Se extraen conclusiones y se discuten las implicaciones políticas.
Equidad en la educación superior en México: la necesidad de un nuevo concepto y nuevas políticas
Authors: Silva Laya Marisol
Published: March 2015

El presente artículo analiza la equidad en la educación superior en México. Propone una nueva conceptualización de la equidad educativa fundamentada en un principio de justicia social que contempla: el acceso efectivo, la compensación de desigualdades, asegurar la permanencia y la obtención de resultados significativos. Con base en este marco, advierte que pese a las políticas dirigidas a democratizar este bien público, el sistema educativo sigue excluyendo a miles de jóvenes provenientes de sectores de pobreza y a otros tantos no les brinda la atención adecuada. El Estado mexicano falla en asegurar el acceso en igualdad de condiciones pues los jóvenes pobres se encuentran en desventaja debido a sus antecedentes socio-económicos y culturales. Por tanto, cuestiona el criterio meritocrático como una métrica justa de distribución y propone la instrumentación de acciones compensatorias y acciones afirmativas. En cuanto a la permanencia señala que las estrategias e instituciones creadas para atender a la población antes excluida no siempre cumplen con los requisitos de calidad indispensables –infraestructura, profesores, bibliotecas, tecnología y, sobre todo, prácticas de enseñanza relevantes- para atender las necesidades particulares asociadas con el bajo capital cultural que poseen los jóvenes más pobres. Enfrentar estos problemas pasa por generar políticas de equidad que garanticen la justa distribución de la educación superior reconociendo las desventajas de amplios sectores de la población joven y atendiendo proporcionalmente sus necesidades. ﻿
La posición epistemológica de los investigadores en Política Educativa: debates teóricos en torno a las perspectivas neo-marxista, pluralista y pos-estructuralista
Authors: Tello Cesar , Mainardes Jefferson
Published: March 2015

En este artículo se presentan los resultados parciales de una indagación que tiene por objeto caracterizar y describir perspectivas epistemológicas empleadas en la investigación en Política Educativa en Latinoamérica. Aquí se expone el análisis del muestreo de artículos de investigación que comprendió el período 1993-2001 en seis países de Latinoamérica, donde se observó la presencia de referenciales teóricos de autores que hemos denominado en este trabajo como ‘investigador-referente’ y que se sitúan en perspectivas epistemológicas específicas. Así, presentamos los debates en torno al neo-marxismo y la ‘Agenda Globalmente Estructurada para la Educación’ desarrollada por Roger Dale, el pluralismo epistemológico y el ‘perspectivismo’ desde la Cartografía Social de Rolland Paulston, y el pos-estructuralismo y el ‘ciclo de políticas’ de Stephen Ball. Sin embargo, en el conjunto de las investigaciones se detectó que el uso de los referenciales teóricos se planteaba en términos metodológicos, aislados de los fundamentos epistemológicos con los que fueron elaborados. Por otro lado, en el análisis no se pudo elucidar claramente la presencia del posicionamiento epistemológico de los investigadores aunque se utilizaran estos referenciales teóricos. Metodológicamente el abordaje se lleva a cabo desde un enfoque cualitativo y es de carácter analítico-descriptivo, para esto se recurrió a fuentes secundarias de carácter bibliográfico. Tras la descripción conceptual de cada una de las perspectivas epistemológicas se advierte que difícilmente puedan desarrollarse de un modo ‘puro’ en las investigaciones en Política Educativa. Sin embargo, esta premisa no anula la necesidad de establecer la presencia del posicionamiento epistemológico del investigador.
A Response to John Covaleskie
Authors: Coulson Andrew J.
Published: March 2015

I have no doubt that Covaleskie's commentary was well- intentioned. Nonetheless, it is seriously flawed. In this response I shall identify the numerous instances of inaccurate and incomplete data, as well as invalid reasoning, upon which his conclusion is based.
Worldwide Educational Convergence
Authors: McNeely Connie L. , Cha Yun-Kyung
Published: March 2015

We argue for an examination of the role of the transnational organizational apparatus vis-a-vis nation-states in organizing national educational systems in accordance with world level educational ideologies, structures, and practices. We propose that more analytic attention be given international organizations as an institutionalizing force in examining educational convergence and change, and suggest four primary international organization activities as potentially fruitful avenues for research in this area: 1) the exchange of information, 2) charters and constitutions, 3) standard-setting instruments, and 4) technical and financial resources. Focusing on these activities, we present and discuss evidence of international organizations as world- level agencies influencing the incorporation and diffusion of educational ideologies and practices within and among nation-states.
The Educational System and Resistance to Reform: The Limits of Policy
Authors: Covaleskie John F.
Published: March 2015

I suggest some reasons why education has proved so resistant to reform. That the educational system is a system is, in some respects, more significant to this question than the fact that it deals with education; that it is a system militates against certain sorts of reforms being successfully adopted. I will also argue that policymakers' efforts to reform education are made more difficult because of lack of clarity of purpose. Though all agree that "excellence" is the goal to be pursued, there is little attention to the meaning of excellence, nor how we would recognize it if we saw it. Often, "excellence" is used synonymously with "competitiveness." I explore the limits of policy, and suggest that these limits are inescapable. Recognition of these limits may allow us to attend to those policy areas where success may be more likely.
Human Life, Human Organizations and Education
Authors: Coulson Andrew J.
Published: March 2015

The social structures within which we live and work have a profound effect on the success of our pursuits. These effects are too often poorly understood by those who shape public policy, leading to organizations that are antagonistic to the very goals they are meant to achieve. Unfortunately, this has been the case with public education in the United States. Data are presented that illustrate the way in which the incentive structure of our public school system leads the goals of its employees to diverge from those of the families it is intended to serve. Arguments in support of government-run schooling are discussed and refuted. An alternative system of mutually beneficial cooperation within a competitive market is proposed, based on its proven success in the more liberal parts of our economy. It is demonstrated that such a market system would unite the goals of educators and families, encourage innovation, and discourage many of the inefficient and educationally irrelevant practices engendered by the public school system.
Language Choice & Global Learning Networks
Authors: Sayers Dennis
Published: March 2015

How can other languages be used in conjunction with English to further intercultural and multilingual learning when teachers and students participate in computer-based global learning networks? Two portraits are presented of multilingual activities in the Orillas and I*EARN learning networks, and are discussed as examples of the principal modalities of communication employed in networking projects between distant classes. Next, an important historical precedent --the social controversy which accompanied the introduction of telephone technology at the end of the last century-- is examined in terms of its implications for language choice in contemporary classroom telecomputing projects. Finally, recommendations are offered to guide decision making concerning the role of language choice in promoting collaborative critical inquiry.
Theory of Thematic Curricula
Authors: Freeman Carole Cook , Sokoloff Harris J.
Published: March 2015

A theory of thematic curriculum emerged during the development of a unit on pets, entitled Pets & Me. The unit was designed through a school/university partnership for children pre-school to grade 5. Analysis of data collected during the unit's development and field tests supports a dynamic view of curriculum that challenges policy makers to rethink policies that begin from a view of curriculum as a static list of "facts" to be learned or "topics" to be mastered. Reflection on the project led to the differentiation of three distinct constructs: (1) facts and information, (2) topics, and (3) themes. Each of these three constructs plays a different role in children's learning. Facts focus on basic information and narrowly defined ideas understood as discrete items. Topics provide a context for facts and information, and present a way of organizing discrete bits of information into classes of experience recognizable by scholars within traditional disciplines. Themes defined as broad existential questions, transcend disciplines, allowing learners to integrate the information and the topic within the full range of human experience. All three are important elements of thematic curriculum. PREFACE
The Bell Curve: An Essay Review
Authors: Culbertson John C.
Published: March 2015

Occasionally a book out of academia will break from scholarly circles and enter into the mainstream market. On even rarer occasions, it will gain considerable notoriety before its initial publication. Richard Herrnstein and Charles Murray's The Bell Curve: Intelligence and Class Structure in American Life is such a book. Currently, it has entered the New York Times best- sellers list and appeared in most academic and mainstream periodical book reviews. Direct publicity for the book has also been strong. Although Herrnstein died September 24 of the past year, Murray has appeared on many popular television and radio talk shows.
Indicators of Research Quality
Authors: Nowaczyk Ronald H. , Underwood David G.
Published: March 2015

The move toward more public accountability of institutions of higher education has focused primarily on undergraduate education. Yet, many institutions view research as an important component of their mission. Much of the literature on assessing research quality has relied on quantitative measures such as level of outside funding and number of publications generated. Focus groups consisting of research faculty were conducted at a landgrant university. Faculty were asked to evaluate current indicators of research quality as well as to suggest additional measures. While faculty recognized the need for the traditional measures, they cautioned against over-reliance on these indicators. Additional indicators focusing on graduate education as well as external peer reviews were recommended. Developing indicators that provide evidence of long-term impact on social and scientific advancement was suggested.
Beginning Teacher Programs
Authors: Furtwengler Carol B.
Published: March 2015

This article reports the findings from the conduct of a 50- state survey to determine the status of state requirements and state components of beginning teacher programs instituted from 1983 to 1992. The article discusses the implementation of beginning teacher programs during the 1980s reform movement and describes the methodology used for the study. An analysis of seven state policy issues derived from an interpretation of the information about beginning teacher programs is provided, and four major themes identified in beginning teacher programs are presented. Appendices include detailed state-by-state information about beginning teacher programs and an annotated reference list of state materials and publications related to these programs.
Diversifying Finance of Higher Education
Authors: Weidman John C.
Published: March 2015

In countries throughout the world, there are increasing pressures to reduce the government share of costs for goods and services with high payoffs to individuals so that the limited available public funds can be used for other needs. This paper suggests several strategies for reducing government expenditures on higher education, including direct cost recovery, grants from and contracts with external agencies, income-producing enterprises, private contributions, and expansion of the private sector. Policy implications and examples (e.g., student access and financial aid, tax status of revenues from enterprises, deferred cost recovery) are presented for both developing and developed countries.
Review of De Young,"Life & Death of a Rural American High School: Farewell Little Kanawha"
Authors: Howley Craig , Theobald Paul
Published: March 2015

lan DeYoung's story of the circumstances surrounding the birth, growth, and death of a high school in rural West Virginia is an intellectual contribution of the first order. And Farewell Little Kanawha is certainly one of the best stories to be told by an educational researcher in recent decades. Its strength derives in large measure from DeYoung's deftness in crossing disciplinary borders. The interplay of economics, sociology, history (both oral and documentary), anthropology, and biography render this story far more compelling than most educational research. DeYoung bases his narrative, in fact, on C. Wright Mills' precept that social science worth doing must interpret the intersection of biography and history. Mills was the wisest and best American sociologist and DeYoung is among a very small contingent of scholars concerned with rural education to embrace his advice.
Review of Sherman Dorn's "Creating the Dropout"
Authors: Howley Aimee
Published: March 2015

Sherman Dorn. (1996) Creating the Dropout: An Institutional and Social History of School. Praeger. $55.00.
Staff Development Policy
Authors: Stout Robert T.
Published: March 2015

It is argued here that staff development in the public elementary and secondary schools of the United States is misguided in both policy and practice. In its current form it represents an imperfect consumer market in which "proof of purchase" substitutes for investment in either school improvement or individual development. A policy model based on investment in school improvement is shown, in which different assumptions about how to improve schools are linked to different alternatives for the design and implementation of staff development. These are argued to be based on an investment rather than consumption model.
Reply to Stedman Vol. 4 No. 1
Authors: Berliner David C. , Biddle Bruce J.
Published: March 2015

Berliner and Biddle answer Lawrence Stedman's review of their book The Manufactured Crisis, which was published in the Education Policy Analysis Archives as Volume 4, Number 1, 1996.
Opening up Jewish Education to Inspection
Authors: Keiner Judy
Published: March 2015

Although Jewish schools in England are generally deemed successful, internal communal surveys have highlighted concerns about their teaching of Jewish studies and modern Hebrew. The UK government in 1993 established detailed national criteria for four-yearly published inspections of all schools. This imposed the need to develop criteria for the evaluation of these specifically Jewish subjects, and both schools and foundation bodies have begun to respond through training and development activities. Analysis of the first published reports, shows evidence of mismatch between Jewish schools' aims for Jewish Studies and their practice. Common findings on modern Hebrew teaching indicate concerns about planning, methodology and assessment. The response of Jewish communal bodies is explored, showing an increasing focus and some rivalry towards servicing the inspection and development needs of Jewish schools. Jewish communal press reporting and parental response to inspection is considered.
The 1976 Illini: Sweet Memories of Alma Mater
Authors: Dutt Diya
Published: March 2015

The purpose of this article is to explore the attitudes of graduates of the class of 1976 from the University of Illinois toward their alma mater over a period of fifteen years. The central question addressed in this article is: How do former students feel about their educational institution as time passes? Early research suggests that students' attachment to their educational institution becomes weaker with the passage of time. This panel data on alumni attitudes towards the academic environment indicates that contrary to evidence from past research, students developed a stronger attachment towards the educational institution with passage of time. A similar positive pattern was evident when examining the attitude towards the program major. It is possible that better experiences in the real world have made the alumni comprehend the quality of education they received at the University of Illinois. Also, favorable disposition toward one's institution seems to be, to a very considerable extent, the college's contribution to the intellectual development of the student.
Developmentalism: An Obscure but Pervasive Restriction
Authors: Stone J. E.
Published: March 2015

Despite continuing criticism of public education, experimentally demonstrated and field tested teaching methods have been ignored, rejected, and abandoned. Instead of a stable consensus regarding best teaching practices, there seems only an unending succession of innovations. A longstanding educational doctrine appears to underlie this anomalous state of affairs. Termed developmentalism, it presumes "natural" ontogenesis to be optimal and it requires experimentally demonstrated teaching practices to overcome a presumption that they interfere with an optimal developmental trajectory. It also discourages teachers and parents from asserting themselves with children. Instead of effective interventions, it seeks the preservation of a postulated natural perfection. Developmentalism's rich history is expressed in a literature extending over 400 years. Its notable exponents include Jean Jacques Rousseau, John Dewey, and Jean Piaget; and its most recent expressions include "developmentally appropriate practice" and "constructivism." In the years during which it gained ascendance, developmentalism served as a basis for rejecting harsh and inhumane teaching methods. Today it impedes efforts to hold schools accountable for student academic achievement.