Sentences with phrase «what education policy reform»

As a research assistant in India this summer, I am able to witness what education policy reform looks like across the globe, as Indian policymakers develop a new National Education Policy (NEP) for the first time since 1986.

Not exact matches

90, talking during an EdCast about how so many people involved in education policy and reform are uniformly passionate and committed, which can be good, but it can also be problematic: You've got all of these people, he says, «screaming that they know what's going to work for kids.»

In staking out platforms in the coming months for what will likely be a feisty GOP primary, Republicans face two quandaries regarding education policy: They need to distinguish their positions from Obama's centrist education reforms, and they need to win over the Republican base, fueled by some Tea Party energy, that will push for the U.S. Department of Education to be dismantled aleducation policy: They need to distinguish their positions from Obama's centrist education reforms, and they need to win over the Republican base, fueled by some Tea Party energy, that will push for the U.S. Department of Education to be dismantled aleducation reforms, and they need to win over the Republican base, fueled by some Tea Party energy, that will push for the U.S. Department of Education to be dismantled alEducation to be dismantled altogether.

Follower's of Fordham's work know that for the better part of three years, we've been pushing an approach to federal education policy that we call «Reform Realism «-- a pro-school reform orientation leavened with a realistic view of what the federal government can get right in educReform Realism «-- a pro-school reform orientation leavened with a realistic view of what the federal government can get right in educreform orientation leavened with a realistic view of what the federal government can get right in education.

Parents» perspectives on education reform are often missing from the education policy debate, with technocrats typically arguing with one another about what parents want or what's best for them.

Michael McShane is research fellow in education policy studies at the American Enterprise Institute and coeditor with Frederick Hess of Common Core Meets Education Reform: What It All Means for Politics, Policy, and the Future of Schooling (Teachers College Preseducation policy studies at the American Enterprise Institute and coeditor with Frederick Hess of Common Core Meets Education Reform: What It All Means for Politics, Policy, and the Future of Schooling (Teachers College Press, policy studies at the American Enterprise Institute and coeditor with Frederick Hess of Common Core Meets Education Reform: What It All Means for Politics, Policy, and the Future of Schooling (Teachers College PresEducation Reform: What It All Means for Politics, Policy, and the Future of Schooling (Teachers College Press, Policy, and the Future of Schooling (Teachers College Press, 2013).

There it's fairly obvious that the GOP doesn't know what it stands for on education anymore — partly because much of its reform agenda has been co-opted by Messrs. Duncan and Obama, partly because it has long tended (at least in Congress) to ignore this topic, partly because it has much else on its none - too - robust policy platter.

But her meaning is clear enough from what she does say: education reform policies «are not likely to contribute much in the future — to raising overall student achievement or to reducing [gaps in] achievement.»

In this episode of the EdNext podcast, Marty West talks with Chad Aldeman, a principal at Bellwether Education Partners who worked as a policy advisor at the U.S. Department of Education, about what went right and what went wrong with teacher evaluation reform.

For at least six years, we at the Fordham Institute have talked about «reform realism» in the context of federal education policy — recommending that Washington's posture should be reform - minded but also realistic about what can be accomplished from the shores of the Potomac (and cognizant of how easy it is for good intentions to go awry).

Much of what Elmore has seen, done, and heard in his years guiding school systems and teachers can be found in his new book, School Reform from the Inside Out: Policy, Practice, and Performance, published by Harvard Education Press.

For more than four years now, we at the Fordham Institute have been arguing for a federal education policy of «Reform Realism» — one that is reform - oriented but also realistic about what Washington can effectively acReform Realism» — one that is reform - oriented but also realistic about what Washington can effectively acreform - oriented but also realistic about what Washington can effectively achieve.

Our new report for the Friedman Foundation, Pursuing Innovation, takes a deep dive into that proposal by documenting how much and what types of competition currently exist in K — 12 education, predicting which forms of competition are most likely to generate pressures for improvement in K — 12 education, and brainstorming policy attributes that will maximize the effectiveness of competition - based education reforms.

«Based on what I've seen, for the next [education] secretary, interpreting the new law will be like looking at a Rorschach with one eye closed and with both hands tied behind their back,» Charlie Barone, the policy director at Democrats for Education Reform, told Educateducation] secretary, interpreting the new law will be like looking at a Rorschach with one eye closed and with both hands tied behind their back,» Charlie Barone, the policy director at Democrats for Education Reform, told EducatEducation Reform, told EducationEducation Week.

Get an overview of what happened in bilingual / ESL policy in 2009 in Texas — see «Post-Legislative Session Summary on Proposed Changes to Texas Bilingual Education Monitoring Procedures, Secondary Level ESL Program Reforms, and Related Litigation,» by Albert Cortez, Ph.D..

As many on the left decry U.S. Secretary of Education Betsy DeVos, they overlook what they may have in common with the new secretary: a skepticism of test - based accountability policy and top - down reform.

While it isn't clear exactly what she will do if she becomes president — as platform language does not necessarily translate into policy — supporters of those reforms are furious at the changes, highlighting a rift in the party over how to improve K - 12 education.

So, education policy - watchers, if you're wondering what Tuesday's results might mean for education reform, here are some races to look out for:

In what appears to be an ongoing effort to snatch defeat out of the jaws of victory, Tom Foley, the Republican candidate for governor, has proposed an education policy that looks eerily similar to Governor Dannel «Dan» Malloy's corporate education reform initiatives.

With its ongoing focus on Connecticut politics and policy, along with the ever growing damage that is being done to our public education system by the charter school industry and its allies in the corporate education reform movement, Wait, What?

Too often education policy and reform efforts become stalled as policymakers struggle to decide what to address first: the happenings inside the classroom or outside the classroom that impact student learning.

Since Malloy introduced his «Education Reform» agenda, the charter school industry and the corporate funded «education reform» advocacy groups have hired dozens of lobbyists and spent nearly $ 7 million, or more, to «persuade» Connecticut officials to adopt policies that are diametrically opposed to what is in the best interests of Connecticut students, parents, teachers and public schooEducation Reform» agenda, the charter school industry and the corporate funded «education reform» advocacy groups have hired dozens of lobbyists and spent nearly $ 7 million, or more, to «persuade» Connecticut officials to adopt policies that are diametrically opposed to what is in the best interests of Connecticut students, parents, teachers and public school sReform» agenda, the charter school industry and the corporate funded «education reform» advocacy groups have hired dozens of lobbyists and spent nearly $ 7 million, or more, to «persuade» Connecticut officials to adopt policies that are diametrically opposed to what is in the best interests of Connecticut students, parents, teachers and public schooeducation reform» advocacy groups have hired dozens of lobbyists and spent nearly $ 7 million, or more, to «persuade» Connecticut officials to adopt policies that are diametrically opposed to what is in the best interests of Connecticut students, parents, teachers and public school sreform» advocacy groups have hired dozens of lobbyists and spent nearly $ 7 million, or more, to «persuade» Connecticut officials to adopt policies that are diametrically opposed to what is in the best interests of Connecticut students, parents, teachers and public school system.

The collective education and education policy reform community have been talking about and using the words «teacher leadership» for years, but when I ask different stakeholders what teacher leadership is and how it is formally recognized and understood in the context o...