Research in Educational Policy and Management (E-Journal)
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Decreased State Appropriations and their Impact on Texas Public Four-Year Higher Education Institutions Tuition Rates through Deregulated Tuition
Full text linkThe purpose of this nonexperimental quantitative correlational study was to examine the relationships between state appropriation decreases and the deregulated tuition cost increases in Texas public four-year higher education institutions. State appropriation decreases are those decreases in the state’s financial investment in higher education. Deregulated tuition is the tuition rate set by higher education institutions that is not regulated by the Texas Legislature. By studying the decreases in state appropriations and the increases in institution tuition rates, an understanding can take shape of what impact, if any, the disinvestment by state legislatures has caused to the operations of higher education institutions. Findings from this study showed no evidence of a correlation existing between the decrease in state appropriations and the increase of Texas public higher education institution tuition costs, when the analysis reviewed the timeframe from fiscal years 2003 to 2016
Editorial: Are They Listening? Policymakers and Their Role in Public Education
Full text linkIn the United States the policy making process claims to be a cyclical process which drives politicians, dictates policies drafted, and legislation ultimately passed. The process begins with the people bringing issues, ideas, and concerns to the attention of the news media, advocacy groups, grassroots organizations, or interest groups. Ideally these groups connect the concerns of the people to elected officials and/ or courts who respond by creating policies which address these concerns. This is an over-simplified ideal. The reality of policymaking is messy, partisan, and the results frequently fail to address the concerns of the public, or create more unintended consequences than solve problems. Public education is an area of concern most familiar with unintended consequences
Policy Storms at the Central Office: Conflicting Narratives of Racial Equity and Segregation at School Committee Meetings
Full text linkThis article reports findings from a multiyear critical ethnography that examined race talk dilemmas of school leaders at the central office at a small urban school district to understand why racialized educational policies and practices still persist against African American students. This study takes a structural approach to investigating the impact that race talk has on educational policymaking at the local district level. The guiding research question in this paper examines how we can understand educational reform and policy implementation and the unintended consequences of those interventions through the local from a historical context
Good Governance Practices and Challenges in Local Government of Ethiopia: The Case of Bonga Town Administration
Full text linkThis study sought to assess the practice and challenges of good governance in Bonga Town Administration. A descriptive research method was utilized. Respondents are selected by purposive and convenience sampling techniques. Quantitative data was gathered through a questionnaire. Pertinent to qualitative information, structured interview, and FGD are employed. Then, data analyzed through quantitative and qualitative methods. Finally, the study disclosed a low level of accountability and transparency in the town administration. Pervasive corruption is also perceived as a key governance problem in the town; however, due to fear of reprisal citizens lack experience in exposing corruption. In sum poor service delivery, the gap between local government representatives and the town people, high level of rent-seeking, weak political leadership, lack of timely response for a public interest, and public disengagement in shared affairs were found to be challenges of good governance. Henceforth, based on the findings, it is concluded that the current good governance practice in Bonga Town Administration is weak and identified with a high level of rent-seeking among public servants as well as appointed and elected authorities. This research argues for the existence of governance which ensures public engagement in decision making and prioritization of shared problems, accompanied by transparent and accountable administration.
 
2020 Teacher Candidate Voter Turnout: Implications for K-12 and Higher Education
Full text linkThis study centers on low youth voter (18-24) turnout nationally by examining a study of teacher candidates at a South Carolina public university. The study is useful to understanding the civic engagement of two important demographics: youth voters and future educators. As teacher candidates, the students tended to have weak civic education backgrounds and a lack of understanding of the inherently political nature of teaching. Paralleling national trends for youth, candidates showed low levels of voter turnout, a disconnect between accessing political information and making informed decisions, and a general cynicism towards electoral politics. The study was able to explore multiple important demographic differences in attitudes towards voting. The study also explored attitudes of practicing teachers towards civic engagement and the implications of these attitudes for K-12 and higher education
Book Review. Educational leadership and management: Developing insights and skills
Full text linkThis paper reviews the book Educational leadership and management: Developing insights and skills, written by Marianne Coleman and Derek Glover (published in 2010 by Open University Press-McGraw Hill, 197 p.). The book addresses the values and skills needed by educational leaders and managers in a changing and dynamic world of education
Where Teachers Thrive: A Book Review
Full text linkThis article reviews the book Where Teachers Thrive: Organizing Schools for Success written by Dr. Susan Moore Johnson and published in 2019. By describing the content of each chapter as well as the overall contributions of this recent book to knowledge about the interaction between school contexts, policy environments, and teacher experience, this review provides readers with a taste of this groundbreaking work while also offering analysis and minor critiques. 
Recognizing Ableism in Educational Initiatives: Reading between the Lines
Full text linkThe ubiquity of ableism in education policy requires being increasingly alert to the portrayal of, (including the absence of), disability within educational initiatives. Ableism is a form of oppression, a largely unconscious acceptance of able-bodied norms from the inaccessibility of instructional materials, to assumptions about the body (a healthy body is within one’s control) to the acceptance of segregated settings. In response to the call for this special issue, previous qualitative inquiry into the unintended consequences of three educational reforms were synthesized using critical disability theory. Seemingly disparate at first glance, all three initiatives, while ostensibly increasing equity, also contained ableism that reinforced stereotypes about student variability and served to further isolate disabled students. One federal (Alternate Assessment), one state (CCSS modules), and one local (project-based learning) policy implementation are included in this theoretical analysis. Reading between the lines means being alert to ableism, and is essential to prevent the historical marginalization of students with disabilities from continuing within contemporary “progress”
Exposing Bias through a Deficit Thinking Lens Using Content-Analysis of Macro Level Policies
Full text linkEducational policies can affect students in a negative or positive way depending on the context and interpretation within the policy. Unfortunately, deficit thinking policies exist that prevent all students from receiving equitable learning experiences. This study focuses on a content analysis approach to expose deficit thinking vocabulary or language that maybe embedded at the macro-level of educational policy. The article is intended to make policymakers aware of their own biases when creating policies. The study aims to provide ways to identify and address thinking by examining the vocabulary and language within macro-level policies
A Quantitative Investigation of Language Policy in International Schools in East Asia
Full text linkMany international schools develop a formal written language policy to address language learning and use. Additionally, schools often develop a language policy as part of an authorization and or accreditation process. Although a school may have a formal written language policy, sometimes teachers are unaware the policy exists. The purpose of this study was to examine teacher knowledge of language policy in English-medium international schools in East Asia. Additionally, the researchers explored whether there were differences in teacher knowledge of language policy between schools that have an affiliation with CIS, IB, and ACS WASC and schools with no affiliation. Further, the researchers examined how often teachers followed the language policy and if the policy defined the roles of teachers. This quantitative survey-based study had 544 participants, of whom 387 were teachers. The main finding revealed that a sizeable percentage of teachers reported that their school does not have a formal written language policy or were unsure if one exists. Additional findings revealed similarities in language policy knowledge between CIS and IB schools and schools with no affiliation. Further, less than half of the teachers follow the language policy consistently, and many policies do not specify teacher roles