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ERIC Number: ED523047
Record Type: Non-Journal
Publication Date: 2009-Apr-6
Pages: 1048
Abstractor: ERIC
Reference Count: N/A
ISBN: ISBN-978-0-4159-8991-6
Handbook of Education Policy Research
Sykes, Gary, Ed.; Schneider, Barbara, Ed.; Plank, David N., Ed.
Routledge, Taylor & Francis Group
Educational policy continues to be of major concern. Policy debates about economic growth and national competitiveness, for example, commonly focus on the importance of human capital and a highly educated workforce. Defining the theoretical boundaries and methodological approaches of education policy research are the two primary themes of this comprehensive, AERA-sponsored "Handbook". Organized into seven sections, the "Handbook" focuses on (1) disciplinary foundations of educational policy, (2) methodological perspectives, (3) the policy process, (4) resources, management, and organization, (5) teaching and learning policy, (6) actors and institutions, and (7) education access and differentiation. Drawing from multiple disciplines, the "Handbook's" over one hundred authors address three central questions: What policy issues and questions have oriented current policy research? What research strategies and methods have proven most fruitful? And what issues, questions, and methods will drive future policy research? Topics such as early childhood education, school choice, access to higher education, teacher accountability, and testing and measurement cut across the 63 chapters in the volume. The politics surrounding these and other issues are objectively analyzed by authors and commentators. Each of the seven sections concludes with two commentaries by leading scholars in the field. The first considers the current state of policy design, and the second addresses the current state of policy research. This book is appropriate for scholars and graduate students working in the field of education policy and for the growing number of academic, government, and think-tank researchers engaged in policy research. This book includes a foreword and an introduction by Gary Sykes, Barbara Schneider, and Timothy G. Ford. Section I, Social Science Disciplines and Education Policy Research, edited by Barbara Schneider and David N. Plank, contains the following chapters: (1) Historians and Educational Policy Research in the United States (Maris A. Vinovskis); (2) Policy Research in Education: The Economic View (Martin Carnoy); (3) The Economic Value of Education and Cognitive Skills (Eric A. Hanushek); (4) A Political Science Perspective on Education Policy Analysis (Lorraine M. McDonnell); (5) Perspectives from the Disciplines: Sociological Contributions to Education Policy Research and Debates (Douglas Lee Lauen and Karolyn Tyson); (6) Current Approaches to Research in Anthropology and Education (Maressa L. Dixon, Kathryn M. Borman, and Bridget A. Cotner); (7) Making Education Research More Policy-Analytic (David L. Weimer); (8) Commentary: Disciplined Education Policy Research (Michael J. Feuer); and (9) Commentary: The Disciplinary Foundations of Education Policy Research (Adam Gamoran). Section II, Conducting Policy Research: Methodological Perspectives, edited by Barbara Schneider and David N. Plank, contains the following chapters: (10) Separate Orbits: The Distinctive Worlds of Educational Research and Policymaking (Martin Orland); (11) The Use of Randomized Trials to Inform Education Policy (Geoffrey D. Borman); (12) Causal Inference in Non-Experimental Educational Policy Research (David Kaplan); (13) Research Synthesis and Education Policy (Therese D. Pigott); (14) Complementary Methods for Policy Research (Laura M. Desimone); (15) Assessment Policy: Making Sense of the Babel (Joan L. Herman and Eva L. Baker); (16) Scale-Up as a Framework for Intervention, Program, and Policy Evaluation Research (Sarah-Kathryn McDonald); (17) Commentary: Conducting Policy Research: Methodological Perspectives (Spyros Konstantopoulos); and (18) Commentary: An Applied Perspective on Research, Method, and Policy (Christopher B. Swanson). Section III, Politics and the Policy Process, edited by Jane Clark Lindle, contains the following chapters: (19) Education and Domination: Reforming Policy and Practice through Critical Theory (Carlos Alberto Torres and Richard Van Heertum); (20) Race, Ethnicity, and Education (Roslyn Arlin Mickelson); (21) Race(ing), Class(ing), and Gender(ing) Our Work: Critical Race Theory, Critical Race Feminism, Epistemology, and New Directions in Educational Policy Research (David O. Stovall); (22) Rhetoric and Symbolic Action in the Policy Process (Lisa Rosen); (23) The Role of Law in Educational Policy Formation, Implementation, and Research (Julie F. Mead); (24) Teacher Collective Bargaining: What We Know and What We Need to Know (Julia E. Koppich and Mary Alice Callahan); (25) The Voice of the People in Education Policy (Rebecca Jacobsen); (26) Assessment Policy and Politics of Information (Jane Clark Lindle); (27) What Works in Defining "What Works" in Educational Improvement: Lessons from Education Policy Implementation Research, Directions for Future Research (Meredith I. Honig); (28) Conceptualizing Policy Implementation: Large-Scale Reform in an Era of Complexity (Amanda Datnow and Vicki Park); (29) Public Choice and the Political Economy of American Education (Martin West); (30) Research in the Policy Process (Marshall S. Smith and Matthew L. Smith); (31) Commentary: Politics and the Policy Process (Jane Hannaway); and (32) Commentary: Getting "Critically Real" About the State of Education Politics and Policy Process Research (V. Darleen Opfer). Section IV, Policy Implications of Educational Resources, Management, and Organization, edited by Linda Skrla, contains the following chapters: (33) Notes on Reframing the Role of the Organizations in Policy Implementation: Resources for Practice, in Practice (James P. Spillane, Louis M. Gomez, and Leigh Mesler); (34) What Do We Know About Reducing Class and School Size? (June Ahn and Dominic J. Brewer); (35) Conceptions, Measurement and Application of Educational Adequacy and Equal Educational Opportunity (Bruce D. Baker and Preston C. Green, III); (36) Whether and How Money Matters in K-12 Education (Margaret L. Plecki and Tino A. Castaneda); (37) School Reconstitution and School Improvement: Theory and Evidence (Betty Malen and Jennifer King Rice); (38) Charter School Policy Issues and Research Questions (Sandra Vergari); (39) Vouchers (John F. Witte); (40) A Market for Knowledge? (Frederick M. Hess); (41) Market Reforms in Education (Clive R. Belfield and Henry M. Levin); (42) Commentary: A Call to Studied Action: Lessons from Research on Policies Designed to Improve the Organization and Management of Schooling (Steve Cantrell); and (43) Commentary: Improvement or Reinvention: Two Policy Approaches to School Reform (Rodney T. Ogawa). Section V, Teaching and Learning Policy, edited by Gary Sykes, contains the following chapters: (44) Opportunity to Learn (William H. Schmidt and Adam Maier); (45) The Reading and Math Wars (Alan H. Schoenfeld and P. David Pearson); (46) Language Policy in Education (Patricia Gandara and M. Cecilia Gomez); (47) Teacher Quality and Teacher Labor Markets (Tara Beteille and Susanna Loeb); (48) Teacher Preparation and Teacher Learning: A Changing Policy Landscape (Linda Darling-Hammond, Ruth Chung Wei, with Christy Marie Johnson); (49) School Improvement by Design: Lessons from a Study of Comprehensive School Reform Programs (Brian P. Rowan, Richard J. Correnti, Robert J. Miller, and Eric M. Camburn); (50) Measurement and Improvement of Teacher-Child Interactions: Implications for Policy and Accountability Frameworks of Standardized Observation (Robert C. Pianta and Bridget K. Hamre); (51) Closing Achievement Gaps (George Farkas); (52) New Technology (Yong Zhao and Jing Lei); (53) Education and the Shrinking State (David N. Plank and Venessa Keesler); (54) Commentary: Research on Teaching and Learning (Barbara R. Foorman); and (55) Commentary: Informing Teaching and Learning Policy (Robert E. Floden). Section VI, Actors and Institutions in the Policy Process, edited by Carolyn Herrington, contains the following chapters: (56) International and Transnational Policy Actors in Education: A Review of the Research (Karen Mundy with Mona Ghali); (57) New Approaches to Understanding Federal Involvement in Education (Lora Cohen-Vogel and Michael K. McLendon); (58) The Expansion of State Policy Research (Kathryn A. McDermott); (59) The District Role in Instructional Improvement (Gary Sykes, Jennifer O'Day, and Timothy G. Ford); (60) Pushing on the Paradigm: Research on Teachers' Organizations as Policy Actors (Nina Bascia); (61) Local Democracy in Education (Michael Mintrom); (62) The Politics of (Im)Prudent State-Level Homeschooling Policies (Catherine A. Lugg and Andrea K. Rorrer); (63) Student Voice and Student Roles in Education Policy and Policy Reform (Dana L. Mitra); (64) Looking Forward: Toward a New Role in Promoting Educational Equity for Students with Disabilities from Low-Income Backgrounds (Thomas Hehir); (65) Commentary: Research on Actors and Institutions Involved in Education Policy: Themes, Tensions, and Topics to Explore (Martha McCarthy); and (66) Commentary: Nested Actors and Institutions: The Need for Better Theory, Data and Methods to Inform Education Policy (Mark Berends). Section VII, Educational Access and Differentiation, edited by Barbara Schneider, contains the following chapters: (67) Policy and Place--Learning from Decentralized Reforms (Bruce Fuller); (68) Early Childhood Education (Lawrence J. Schweinhart and Rachel Fulcher-Dawson); (69) Social Stratification and Educational Opportunity (Nathan D. Jones and Barbara Schneider); (70) Shadow Education Systems (Chong-Jae Lee, Hyun-Jeong Park, and Heesook Lee); (71) K-16 Transitions and Higher Education Access (Frankie Keels Williams); (72) Permeability and Transparency in the High School-College Transition (Jennifer L. Stephan and James E. Rosenbaum); (73) Governmental Policy and the Organization of Postsecondary Education (James C. Hearn and T. Austin Lacy); (74) The Invisible Hand of World Education Culture: Thoughts for Policy Makers (David P. Baker); (75) Commentary: Access and Differentiation (C. Kent McGuire); and (76) Commentary: Access and Differentiation: Structuring Equality and Inequality in Education Policy (Jeannie Oakes).
Routledge, Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail:; Web site:
Publication Type: Books; Collected Works - General
Education Level: Elementary Secondary Education; Higher Education
Audience: Students; Researchers
Language: English
Sponsor: N/A
Authoring Institution: American Educational Research Association (AERA)
IES Funded: Yes
Grant or Contract Numbers: R305A060067