The role of public policy in K-12 science education
著者
書誌事項
The role of public policy in K-12 science education
(Research in science education)
Information Age, c2011
- : hardcover
- : pbk
- : e-book
大学図書館所蔵 全1件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
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注記
Includes bibliographical references
内容説明・目次
内容説明
A volume in the series: Research in Science Education. Series Editor(s): Dennis W. Sunal, University of Alabama and Emmett L. Wright, Kansas State University The goal of this volume of Research in Science Education is to examine the relationship between science education policy and practice and the special role that science education researchers play in influencing policy. It has been suggested that the science education research community is isolated from the political process, pays little attention to policy matters, and has little influence on policy. But to influence policy, it is important to understand how policy is made and how it is implemented. This volume sheds light on the intersection between policy and practice through both theoretical discussions and practical examples. This book was written primarily about science education policy development in the context of the highly decentralized educational system of the United States. But, because policy development is fundamentally a social activity involving knowledge, values, and personal and community interests, there are similarities in how education policy gets enacted and implemented around the world.
This volume is meant to be useful to science education researchers and to practitioners such as teachers and administrators because it provides information about which aspects of the science education enterprise are affected by state, local, and national policies. It also provides helpful information for researchers and practitioners who wonder how they might influence policy. In particular, it points out how the values of people who are affected by policy initiatives are critical to the implementation of those policies.
目次
TABLE OF CONTENTS Preface to the Series. Preface. Acknowledgements. Introduction to the Policy Terrain in Science Education, George E. DeBoer. PART I: MULTIPLE INFLUENCES ON POLICY DEVELOPMENT AND ENACTMENT. Science Education Policy and its Relationship with Research and Practice: Lessons from Europe and the United Kingdom, Jonathan Osborne. Science Teacher Education Research and Policy: Are They Connected?, Jane Butler Kahle & Sarah Beth Woodruff. How do Foundations Influence Science Education Policy? Dennis W. Cheek, and Margo Quiriconi. How do Funding Agencies at the Federal Level Inform the Science Education Policy Agenda? The Case of the National Science Foundation, Janice Earle. La main a la pate: Implementing a Plan for Science education reform in France, Jean-Pierre Sarmant, Edith Saltiel, and Pierre Lena. The Role of State Education Departments in Science Education Policy Development, Dennis W. Cheek, and Margo Quiriconi. Science Education Policy and Student Assessment, Rodger W. Bybee. How can Science Educators Influence Legislation at the State and Federal Levels? The Case of the National Science Teachers Association, Jodi Peterson. PART II: IMPACT OF POLICY ON CURRICULUM, INSTRUCTION, AND THE EQUITABLE TREATMENT OF ALL STUDENTS. How State and Federal Policy Affects What is Taught in Science Classes, George E. DeBoer. Equity and U.S. Science Education Policy from the GI Bill to NCLB: From Opportunity Denied to Mandated Outcomes, Sharon J. Lynch. The Effect of Educational Policy on Curriculum Development: A Perspective from the Lawrence Hall of Science, Linda De Lucchi and Larry Malone. PART III: POLICY IMPLEMENTATION. School Leadership for Science Education, Richard Halverson, Noah R. Feinstein, and David Meshoulam. About the Authors.
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