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Teacher Education Policy Making during the Pandemic: Shifting Values Underpinning Change in England?
Peer reviewed
Direct linkClare Brooks; Joanna McIntyre; Trevor Mutton – Teachers and Teaching: Theory and Practice, 2024
This paper examines how the policy process around initial teacher education (ITE) during the pandemic of 2020 was experienced by the leaders of ITE programmes across England. Education policies, it is argued, are solutions to perceived problems, revealing latent values that drive action. Group interviews with leaders of ITE programmes across the…
Descriptors: Educational Change, Educational Policy, Policy Analysis, Professionalism
Download full textVivekanandan, Ramya; Pierre-Louis, Medjy – Global Partnership for Education, 2020
This report considers the role that the Global Partnership for Education (GPE) could take in supporting partner countries in embedding 21st-century skills or equivalent within their education systems. The report recommendations consider the different levers that GPE can use as well as the core principles underlying GPE's work, including…
Descriptors: 21st Century Skills, Partnerships in Education, Evidence Based Practice, Educational Policy
Investigating the Relationship between School Level Accountability Practices and Science Achievement
Gándara, Fernanda; Randall, Jennifer – Education Policy Analysis Archives, 2015
This study investigates the relationship between school-level accountability practices and science achievement of 15-year-olds, across four counties: Australia, Korea, Portugal, and the United States. We used PISA 2006 data, since 2006 is the only administration that has focused on science. School-level accountability practices are here defined as…
Descriptors: Foreign Countries, Accountability, Science Achievement, Correlation
