Institutional Choice as a Theoretical Framework for Research on Educational Policy

Objectives This study examined the educational policy research based on the theory of new institutionalism and analyzed the trend of educational policy research applying the new institutionalism perspective from 2013 to 2021 to provide the direction of future educational policy research. Methods For this purpose, 58 studies using the new institutionalism perspective were selected as the subjects of analysis through three stages of literature research method and the trends were analyzed by opening related research materials. In the first stage, the analysis criteria were selected by examining the preceding studies related to the trend of education policy research applying new institutionalism. In the second stage, the related papers were investigated with the keywords ‘new institutionalism’ and ‘education’, and then the educational policy research materials were classified according to the analysis criteria. In the third stage, each research was analyzed according to the analysis area and standards. Results As a result of the study, educational policy research applying the theory and concept of new institutionalism has been actively conducted so far, and there have been many studies using integrated analysis frameworks emphasizing interest in institutional change and the role of actors. In terms of research topics, 58 papers from 2013 to 2021 were conducted evenly in the whole of educational policy studies based on new institutionalism. In terms of research methods, educational policy research has been conducted mainly on literature research, and qualitative research has gradually increased since 2013, but the proportion of quantitative research and mixed research has been relatively low. Conclusions The new institutionalism theory can be a useful approach to analyze educational policy, and it can increase the explanation power of the theory if it is applied to the education policy research after highlighting the issues of the analysis theory by grasping the issues and limitations of the theory.

Over the past several decades, researchers have used economics to understand a number of issues in education policy. This article argues that some education researchers have defined economics too narrowly, neglecting several areas of economics research that cut across disciplinary boundaries. One subdiscipline of economics that might be of use in education, but which has not been applied much to it, is behavioral economics, which incorporates psychological knowledge about human behavior to enhance and extend economic models of decision making. This article reviews some of the behavioral concepts in economics that are most likely to inform education research and policy—prospect theory, framing effects, status quo bias, paradox of choice, and intrinsic motivation—and suggests directions for further research.

国内の教育政策研究動向(内外の教育政策研究動向2013,V 内外の教育政策・研究動向)

Trends in Education Policy Research in England(Trends in Education Policy Research in 2007,V Education Policy Trends and Research Trends within and outside Japan)

国内の教育政策研究動向(内外の教育政策研究動向2004,V 内外の教育政策・研究動向)

韓国における教育政策と研究の動向(内外の教育政策研究動向2008,V 内外の教育政策・研究動向)

国内の教育政策研究動向(内外の教育政策研究動向2012,V 内外の教育政策・研究動向)

Trends in Education Policy Research in China(Trends in Education Policy Research in 2005,VI Education Policy Trends and Research Trends within and outside Japan)

This chapter proposes to highlight some of the emerging features of a material turn and then discusses how this turn might be taken up in education policy research. A material turn moves from the analysis of words for what they can reveal about the world, to the entanglements of words and matter and how bodies materialise and have effects. The chapter focus on the 'more than human only' located and related potentialities. Taking the human out of an assumed centre for/of educational planning and action does not preclude human consequences or concerns. Challenging anthropocentric educational assumptions is important to education policy research. Critical education policy studies work 'on' policy, focusing, in terms of enactment, at the site where education policy is 'done'; that is, in schools or other education institutions. But what education policy research can actually do, or interfere in what ways is such research ontological where research is somehow 'in', as opposed to 'on' education policy.

Language Policy and Political Issues in Education is one of 10 titles in the third edition of the Encyclopedia of Language and Education. The volume, contributed to by an array of eminent scholars,...

by Stephen Ward and Christine Eden, London, Sage, 2009, 192 pp., £19.99 (paperback), ISBN 9781847874665 I really enjoyed reading this volume on education policy as it provides a useful reminder of ...

Introduction: Policy, theory, methodology Kalervo N. Gulson, Matthew Clarke and Eva Bendix Petersen. Section One: Theorists Bourdieu and doing policy sociology in education Shaun Rawolle and Bob Lingard. Michel de Certeau, everyday life and cultural policy studies in education Sue Saltmarsh. Repeating Deleuze and Guattari: towards a politics of method in education policy studies Sam Sellar. Derrida: The 'impossibility of deconstructing educational policy enactment Greg Vass. Education policies as discursive formations: a Foucauldian optic Eva Bendix Petersen. Lacanian perspectives on education policy analysis Matthew Clarke. Section Two: Concept and Theories Situated, relational and practice-oriented: the Actor-Network Theory approach Radhika Gorur. Thinking educational policy and management through (frictional) concepts of affects Dorthe Staunaes and Justine Gronbaek Pors. Assemblage theory and education policy sociology Deborah Youdell. Counterpublics, crisis and critique: a feminist socio-historical approach to researching policy Jessica Gerrard. Embodying policy studies: Feminist genealogy as methodology Wanda S. Pillow. Governmentality: Foucault's concept for our modern political reasoning Kaspar Villadsen. Taking a 'material turn' in education policy research? Stephen Heimans. Mobilities paradigm and policy research in education Fazal Rizvi. A narrative approach to policy analysis Peter Bansel. Queer theory, policy and education Mary Lou Rasmussen and Christina Gowlett. Thinking rhizomatically: Using Deleuze in education policy contexts Eileen Honan. Relational space and education policy analysis Kalervo N. Gulson.

El artículo, de investigación cualitativa y teórica, tiene como objetivo debatir las posibles consecuencias de una Base Nacional Curricular Común (BNCC) en la Educación Básica brasileña en el contexto de las políticas curriculares. La metodología para análisis de los documentos oficiales y discurso del Estado ha sido la dialéctica. La fundamentación teórica se basa en la teoría gramsciana, y se discute si la BNCC promueve la emancipación o representa un instrumento de regulación. Se han encontrado aparatos hegemónicos en la BNCC, pues la selección de contenidos denuncia la visión de un grupo respecto a lo que es legítimo enseñar, en un ejercicio de regulación. Los resultados indican que rescatar la praxis reflexiva en lugar de la cultura de la gerencia –propia de la concepción empresarial de la investigación en política educacional– parece condición fundamental para recuperar el valor e importancia de un intelectual que organice un proyecto emancipador.

Philadelphia’s Children Achieving was a sweeping systemic reform initiative. Systemic reform eschews a school-byschool approach to reform and relies on coherent policy, improved coordination of resources and services, content and performance standards, decentralization of decision-making, and accountability mechanisms to transform entire school systems. Led by a dynamic superintendent and central office personnel, Children Achieving was the first attempt by an urban district to test systemic reform in practice. In 1996, the Consortium for Policy Research in Education (CPRE) at the University of Pennsylvania and its partner, Research for Action (RFA), were charged by the Children Achieving Challenge with the evaluation of Children Achieving. Between the 1995-1996 and 2000-2001 school years, CPRE and RFA researchers interviewed hundreds of teachers, principals, parents, students, District officials, and civic leaders; sat in on meetings where the plan was designed, debated, and revised; observed its implementation in classrooms and schools; conducted two systemwide surveys of teachers; and carried out independent analyses of the District’s test results and other indicators of system performance. An outline of the research methods used by CPRE and RFA is included in this report. Disciplines Educational Assessment, Evaluation, and Research | Educational Methods | Education Policy | Urban Education | Urban Studies and Planning Comments View on the CPRE website. This report is available at ScholarlyCommons: http://repository.upenn.edu/cpre_researchreports/27 Civic Engagement and Urban School Improvement: Hard-to-Learn Lessons from Philadelphia Jolley Bruce Christman, Research for Action Amy Rhodes, Research for Action

In this article I apply policy frame and visual analysis to explore UNICEF’s advocacy for girls’ education on Instagram. I consider a purposefully selected sample of photos and captions instagrammed from UNICEF’s official account so as to describe the policy framing of girls’ education policy, and population targeting. A parallel goal of this article is to interrogate the ethics of using image-intensive new media data in education policy research. My findings expose the ways in which girls’ images and experiences are used to promote UNICEF’s agenda and advocacy for girls’ education. I show the need for adapting protocols for working ethically with publicly available social media data in education policy research.