Sentences with phrase «education policy actors»

Not exact matches

«Policy and education of the workforce goes a long way toward better security posture, especially in this age where advanced threat actors increasingly resort to social engineering tactics in their threat campaign,» Gong says.

One of the biggest changes in education policy since ESEA was enacted is that there are many more actors in the field, says Schwartz.

Schifter, who spent several years working on Capitol Hill advocating for students with disabilities, teaches a course on federal education policy, and requires students to role play a variety of actors, from politicians to community activists, to better understand how policy becomes law.

Similarly, when asked to select the most and least important actors in informing their position on an education policy, nearly all state education policy makers selected «local school teachers» as one of the most important actors (see Figure 2).

11) True or false: In July actor and social activist Matt Damon addressed a rally in Washington D.C. to oppose the Obama administration education policies.

In addition, larger - sized districts are, according to most observers, powerful actors in the education policy system; they sometimes drive state action rather than simply responding to it.

As long as states play the lead role in education policy making, their actions will have significant implications for other actors with greater access to levers for change.

LA Unified board member Steve Zimmer, who just spent a weekend with Superintendent John Deasy talking education policy in Washington D.C., is getting another side of the story next week when he hosts Diane Ravitch — and actor Matt Damon — at Occidental College.

These actors include, of course, the local districts that must incorporate state and local laws into their own sets of policies; they also include state education agencies (SEAs).

«All of the actors involved are taking this system seriously, and it's in those situations where you might expect greater responses to the incentives,» said James H. Wyckoff, a University of Virginia professor of education and policy, and one of the study's authors.

Teacher self - research; interpersonal and intrapersonal dimensions of teaching; teacher professional development; the role of identity in teachers» professional lives, teacher narrative inquiry; educator autobiography; second language education at the secondary level; human diversity in education; use of actor preparation techniques in teacher professional development; effects of education policy and politics on K - 12 & postsecondary teaching practice.

In the past decade, numerous actors in educational research, policy, and practice have converged upon a seemingly practical definition of college readiness that hinges upon a student's lack of need for postsecondary remedial education.

The only news is that people, including the news media, public intellectuals, and policymakers, continue to treat the teacher unions as if they were credible actors in education policy discussions.

It explores how public universities position themselves as institutional actors globally, regionally and nationally; and how South African and international students experience the competing imperatives shaping higher education policy and practice.

My dissertation project explores how Brazilian education policy - makers and corporate actors have framed youth free time as a «gateway drug,» and how keeping youth busy through various interventions — vocational training, after - school arts and sports, test prep and professionalizing programming — has become a widespread form of risk prevention and subject formation.

Second, we examine policy debates and key actors working in the education field, specifically the rise of student and teacher accountability, school choice, and the increasing polarization between Education Reformers and supporters of traditional publiceducation field, specifically the rise of student and teacher accountability, school choice, and the increasing polarization between Education Reformers and supporters of traditional publicEducation Reformers and supporters of traditional public schools.

This report presents findings on the development of policies and curricula, including the actors involved and challenges faced; how sexuality education is taught in classrooms; students» experiences and preferences; support for implementation, including teacher training and school environment factors; sources of SRH information outside of the classroom; and general opinions about such education among key stakeholders.

This report presents findings on the development of policies and curricula, including the actors involved and challenges faced; how sexuality education is taught in classrooms; students» experiences and preferences; support for implementation, including teacher training and school environment factors; sexuality education outside of the classroom; and general opinions about sexuality education among key stakeholders.

This chapter describes the policy and legal environment regarding sexuality education in Kenya, the actors involved in curriculum development, the structure and content of the sexuality education program, and challenges to program development and implementation, and offers commentary on program comprehensiveness.