Multifocal Educational Policy Research: Toward a Method for Enhancing Traditional Educational Policy Studies

이 연구의 목적은 교육정책 탐구에 있어서 비교교육연구접근이 활용되는 영역과 내용, 방법 등의 분석을 통하여 합리적인 교육정책 개발과 집행을 위해 비교 교육(학)연구 접근의 유용성을 규명하는 데 있다. 본 논문에서 제시한 교육정책(학)연구의 개념구조의 요소들, 즉 교육정책이념, 교육정책과정과 분석, 교육정책내용과 환경을 한국비교교육학회에서 학술지로서 발간하고 있는 ‘비교교육연구’의 내용 분석틀로 사용하였다. 분석결과, ‘비교교육 연구’(1971년부터 2017년 9월)에 게재된 총 748편의 논문 중 교육정책(학)연구 관련 논문은 157편(21.1%)인 것으로 나타났다. 교육정책연구 관련 전체 논문 182편(내용 중복 25편) 중에서, 교육정책이념 1편(0.54%), 교육정책과정 40편(21.98%), 교육정책분석 7편(3.85%), 교육정책내용(교육개혁 제외) 60편 (32.97%), 교육개혁 51편(28.02%), 그리고 교육정책환경과 관련한 연구 23편 (12.64%)으로 나타났다. 또한, 교육정책과정에 관한 연구 논문 40편을 분석한 결과 교육정책집행에 관한 논문이 가장 많은 것(24편, 60%)으로 나타났다. 교육개혁에 관한 논문을 제외한 교육정책내용으로 분류된 60편 연구논문 중 정책유형의 분석한 결과 국제 비교연구의 특성상 배분정책(27편, 45.0%)과 재분배정책(23편 33.3%)이 주종을 이루고 있음을 알 수 있다. 본 연구에서 비교교육(학)연구 접근을 통해 분석된 주요 교육정책에 관한 연구 혹은 정책 집행에 대한 연구결과들은 궁극적으로 비교교육학의 학문적 측면에서 비교교육연구 방법과 절차의 타당성, 정교성을 개발시키고, 또한 실제 합리적인 교육정책 개발과 집행에 유용한 시사점을 제공하게 될 것이다.The purpose of the study is to identify the usefulness of comparative educational research approach for rational educational policy development and operation through the analysis of the area, contents, methods, and so on that comparative educational research approach in educational policy studies is used. For achieving the purpose, the study examined as the follows. First, the study discussed the academic traits and research target of educational policy and comparative education using the academic trait of definition method and the academic trait of approach method. Second, the study examined the contents of the exploration of educational policy studies in comparative education. For this, the study analyzed previous research on the relationship between comparative education and general education. And using articles published in Journal of Comparative Education, the study analyzed the contents of educational policy research in comparative education. Based on the main results, the discussions and suggestions are provided.

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.

Philanthropy and Cultural Imperialism is intended as a source book on the origins, workings, and consequences of modern general-purpose foundations. The text encompasses the activities of foundations-prinicpally Carnegie, Rockefeller, and Ford-in the production of culture and the formation of public policy. Particular attention is given to the policies of the big foundations in the fields of education and social science research. The authors write from the perspectives of history, sociology, comparative education, and educational policy studies. Their chapters are based on original research. While the contributors do not share a uniform ideological framework, they do have in common a structural point of view-they examine foundations with regard to their functioning in society. They analyze the implications of foundations' organizational characteristics, modus operandi, and substantive decisions for social control or social change. A distinguishing feature of Philanthropy and Cultural Imperialism is its systematic, critical analysis of the sociopolitical consequences of these powerful institutions. A central thesis is that foundations like Carnegie, Rockefeller, and Ford have a corrosive influence on a democratic society; they represent relatively unregulated and unaccountable concentrations of power and wealth which buy talent, promote causes, and, in effect, establish an agenda of what merits society's attention.

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.

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)

The third edition of the Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies (Standards) challenge us to envision what “a more holistic, inclusive and intellectually challenging approach to preparing educators” might look like. This article discusses how the operating principles of a teacher education program parallel the commitments for educators found in the Standards and explores why collaborative relationships between teacher education and social foundations matter. Given the current political and social climate surrounding the field of education, it is important for those of us in the field of social foundations to think outside the box.

This paper argues that the content, analytical approaches and institutional affiliations of authors of articles published in the latest issues of two leading educational policy studies journals provide useful insights into the contested nature of educational policy studies. The paper draws upon a selection of articles published in 2007/08 issues of two flag-ship policy journals, the UK-based Journal of Education Policy, and the US-based Educational Evaluation and Policy Analysis. At the same time, the article is also suggestive of how Pierre Bourdieu's analytical resources of field, habitus and capital might be used to understand the academic journal publication practices which contribute to this contestation. The paper suggests that these journals and the articles within them may be construed as valued capitals and ‘traces’ of a broader conflict over what is considered valid research within the field of educational policy studies.

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.

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

L'objectif des auteurs de cet article est double. Il s'agit d'une part de presenter une etude exploratoire sur les tendances actuelles temoignant de l'emergence d'un nouvel activisme non gouvernemental dans le champ de l'education et d'autre part de dresser un cadre analytique afin d'evaluer l'importance de cet activisme, en elaborant des concepts bases sur les recherches ayant porte sur les nouveaux mouvements sociaux et les debats theoriques actuels a propos de la societe civile mondiale.