Co-published by Routledge for the American Educational Research Association (AERA)
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.
For more information on the American Educational Research Association, please visit: http: //www.aera.net/.
About the Author: Gary Sykes is a Professor of Educational Administration and Teacher Education at Michigan State University. He specializes in educational policy relating to teaching and teacher education. His research interests center on policy issues associated with the improvement of teaching and teacher education, on the development of leadership preparation programs, and on educational choice as an emerging policy issue.
Barbara Schneider is a John A. Hannah University Distinguished Professor in the College of Education and Department of Sociology at Michigan State University. She holds research appointments at the University of Chicago and NORC, where she is Principal Investigator of the Data Research and Development Center (DRDC). She has published 12 books and over 100 articles and reports on family, social context of schooling, and sociology of knowledge. Professor Schneider is currently conducting a collaborative study with the Michigan Department of Education on using administrative data to make state education policy decision. She was selected by the American Sociological Association as the editor of Sociology of Education.
David N. Plank is Executive Director of Policy Analysis for California Education (PACE), an independent policy research center based at the University of California-Berkeley, Stanford University, and the University of Southern California. He was previously a professor at Michigan State University, where he founded and directed the Education Policy Center. He received his Ph.D. from the University of Chicago in 1983. In addition to his work on education policy in the U.S., he has served as a consultant in the areas of educational policy and finance to international organizations including the World Bank, the UNDP, the OECD, USAID, and the Ford Foundation, and also to governments in Africa and Latin America.
