Handbook of Educational Policy

Front Cover
Gregory J. Cizek
Elsevier, Apr 13, 1999 - Education - 560 pages
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The Handbook of Educational Policy provides a comprehensive overview of policy questions in education reform at local, state, and national levels. The book raises controversial questions, such as who really benefits from educational reform, and investigates issues of accountability, assessment, educational fads, technology in education, and other matters of educational policy. The book explores not only what education is, but what it can be and should be, providing a scholarly analysis of policy decisions as well as practical recommendations for parents, teachers, and policy-makers.

Key Features
* Provides informed discussion based on scholarly research
* Contains practical recommendations for parents, educators, and policy-makers
* Includes representation from local, state, and national levels
* Considers comparisons of United States practices to reforms abroad
* Addresses current issues and implications for the futures

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Local State National and International Perspectives
Intersections of Theory Policy Politics and Practice
Methodological Advances for Educational Policy Analysis
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Page 19 - If there is any fixed star in our constitutional constellation, it is that no official, high or petty, can prescribe what shall be orthodox in politics, nationalism, religion, or other matters of opinion or force citizens to confess by word or act their faith therein If there are any circumstances which permit an exception, they do not now occur to us.
Page 21 - ... sufficient grounding in the arts to enable each student to appreciate his or her cultural and historical heritage; vi) sufficient training or preparation for advanced training in either academic or vocational fields so as to enable each child to choose and pursue life work intelligently; vii) sufficient levels of academic or vocational skills to enable public school students to compete favorably with their counterparts in surrounding states, in academics or in the job market.

About the author (1999)

Gregory J. Cizek is currently Associate Professor of Educational Research and Measurement at the University of Toledo, where he teaches courses in assessment, statistics, and research design. His specializations and research interests include assessment policy, classroom assessment, and standard setting. He received his Ph.D. in Measurement, Evaluation, and Research Design from Michigan State University. He worked for five years at American College Testing (ACT) in Iowa City, Iowa, managing national licensure and certification testing programs. He has also worked as a policy analyst for the Michigan Senate, as a test development specialist for the Michigan Educational Assessment Program (MEAP), and as an elementary school teacher. In 1997, he was elected vice-president of an Ohio school district board of education.

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