Thinking Ecologically in Educational Policy and Research
Thinking Ecologically in Educational Policy and Research
复制标题
教育政策和研究中的生态思维
DOI：
10.1080/0161956x.2022.2026715
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发表时间：
2022
影响因子：
--
通讯作者：
Michael Gottfried
中科院分区：
文献类型：
--
作者：
S. Lenhoff;Jeremy Singer;Michael Gottfried
教育政策和政治一直由学校改进举措主导，这些举措将教育问题和解决方案定位于学校本身，而不是这些问题的系统性和结构性根源：隔离，贫困和复合不平等的历史（Anyon，2014; Reardon等人，2019年）。基于市场的政策、问责制、教师质量倡议和教育标准--过去几十年来美国最受欢迎的一些教育改革--都是围绕着这样一个假设来组织的，即改善学校就是改善学校里发生的事情（Nation等人，2020年）。然而，这些政策往往忽视或边缘化的证据，在学校发生的事情代表了一小部分的经验和背景，对学校和学生的成功（柏林，2006年，2013年）。我们与学校有关的青年成果（例如，成绩，出勤率，毕业）是系统结构和环境因素的结果，这些因素与学生在社区和学校的生活经历相互作用（Bishop & Noguera，2019;维普莱等人，2010年）。这一特刊的目的是促进教育政策制定、实践和教育生态系统研究的更大关注，即理解教育问题的生态性质，促进一套协调一致的政策和实践解决方案，以解决学校和学生成果中表现出来的相互关联的问题。
Educational policy and politics have been dominated by school improvement initiatives that locate educational problems and solutions in schools themselves, rather than in the systemic and structural roots of those problems: segregation, poverty, and histories of compounding inequality (Anyon, 2014; Reardon et al., 2019). Market-based policies, accountability, teacher quality initiatives, and educational standards – some of the most popular U.S. education reforms over the past few decades – are organized around the assumption that improving schools is a matter of improving what goes on in them (Nation et al., 2020). Yet, these policies tend to ignore or marginalize the evidence that what goes on in schools represents a fraction of the experiences and context that matter for school and student success (Berliner, 2006, 2013). Youth outcomes that we associate with schools (e.g., achievement, attendance, graduation) are the consequences of systemic structural and environmental factors that interact with the lived experiences of students in their communities and schools (Bishop & Noguera, 2019; Whipple et al., 2010). The purpose of this special issue is to catalyze a greater focus in educational policymaking, practice, and research on educational ecosystems – that is, understanding the ecological nature of educational problems and promoting a coordinated set of policy and practice solutions to address interrelated problems that manifest in school and student outcomes.
将协作抑郁症护理调整为公共社区长期护理：利用研究与实践伙伴关系。
DOI：
10.1007/s10488-013-0519-z
发表时间：
2014
期刊：
Administration and policy in mental health
影响因子：
--
作者：
Hasche,LeslieK;Lenze,Shannon;Brown,Teresa;Lawrence,Lisa;Nickel,Mike;Morrow-Howell,Nancy;Proctor,EnolaK
通讯作者：
Proctor,EnolaK