Sentences with phrase «do educational policymakers»

How do educational policymakers and practitioners in various high performing and rapidly improving countries conceptualize their understanding of the goals and purposes of education for an increasingly interdependent world in the 21st century?

Not exact matches

Company executives absolutely need to read it, but so do many others including government and educational policymakers, university career advisers, recruiters, job seekers, and journalists who help perpetuate the skill - shortage myth.

In a time of educational accountability and revenue shortfalls, the first question on the minds of policymakers seeking to trim already - lean school budgets often is: How does this program improve student achievement?

The chief executive officer of EducationSuperHighway, a nonprofit group that advocates upgraded Internet access for schools, articulates what many educational technology leaders like to remind educators, policymakers, parents, and students: «Schools don't have the expertise they need to effectively design and implement a network,» says Evan C. Marwell.

Yet the sense of relief does not last, for these islands of clarity are invariably surrounded by a broad sea of circumspection and equivocation that leave one adrift, wondering just how reliable they and similar assertions are, and just how policymakers might go about using this book to improve educational outcomes for minority children.

And policymakers could stand to read these briefs as well to simplify archaic, input - based regulations that don't further educational outcomes for students given today's world — but create a lot of headaches for the educators serving them.

«A lot of everyday quandaries educators and policymakers face are dilemmas of educational justice, but we don't support or even acknowledge their struggle to address these challenges and make ethical decisions,» she says.

If you train a different lens upon all this, however, you realize that you're looking at a badly messed - up system, one that privileges some kids over others, that extends rights to some citizens that others don't have, that invites finagling by both seekers and suppliers of educational services (and countless intermediaries), and that ends up being costlier than it needs to be, not to mention sitting substantially beyond the reach of policymakers seeking to apportion scarce education dollars across multiple legitimate causes, needs, and priorities.

For example, to simply recommend that educational curricula or assessments should reflect the author's six principles, or recent evidence from the science of learning, does not provide policymakers in state departments of education the kind of granular analysis that would actually help them choose among the myriad offerings that all claim to reflect the latest research.

«He has a keen interest in how diverse modes of academic research can benefit education practice and policy,» Faust added, «and how the concrete challenges facing educational leaders and policymakers, as well as teachers and students, can helpfully inform the scholarship and teaching we do here.

On the unrelenting pressure to improve schools without corresponding improvement in teachers» skills: «In its least desirable face, educational reform can become a kind of conspiracy of ignorance: policymakers mandating results they do not themselves know how to achieve, and educators pretending they do know what to do but revealing through their actions that they don't.»

Character.org's President and CEO Becky Sipos acknowledges the confusion around educational terms and their application: «Parents don't understand... policymakers don't know what to support.

This 18 minutes includes information on the educational policies supporting the history of high - stakes standardized tests in the U.S., how educational policymakers (including U.S. Presidents G.W. Bush and Obama) have unwaveringly «advanced» this history, how our nation's over-reliance on such test - based policies have done nothing for our nation for the past ten years (as cited in this clip, even though they have really done little to nothing for now more than 30 years), how and why the opt - out movement is still sweeping the nation, and the like.

Otherwise, he calls all educators (and educational policymakers) to continuously ask themselves one question when test scores rise: «What did you give up to achieve this rise in scores.»