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Descriptors:
Sexuality; Sexual Identity; Ethnography; Foreign Countries; Criticism; Research Methodology; Epistemology; Self Concept; Internet; Qualitative Research; Mass Media; Disadvantaged; Public Policy; Gender Differences

Abstract:
The paper thematises children's engendering and sexualisation in new media environments, and their ambivalent attitudes toward commercial (porno)sexuality constructions. The inquiry into adaptation to dominant gender identity and sexuality prescriptions in spite of children's ambivalences is contextualised by the critical analysis of grand quantitative survey research in the EU Kids Online II framework. It is argued that gender and sexuality norms introduced by the epistemological, methodological and interpretative input of the research do not transcend the dominant matrices. According to the Slovenian ethnographic research, school children exhibit criticism towards the intrusive and exploitative character of certain new media commercial contents, and this is not included in the analysed referential quantitative survey in any way. As a consequence, childhood remains conceptualised as a state of societal passivity in this context, which brings more disadvantages to girls in new media relations. Besides, the grand quantitative survey research critiqued here supports hypocritical EU sector policies , which have become tolerant of new media-related capital interests, while minors' protection responsibilities are exhibited mainly on a declarative level--as it is the case with the research epistemology under discussion. The same has been established regarding the application of a gender-sensitive approach in the research methodology and interpretation. (Contains 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Pregnancy; Females; Depression (Psychology); Foreign Countries; Feminism; Praxis; Youth; Discourse Analysis; Public Policy; Web Sites

Abstract:
In this article I consider past and current forms of feminist practice and "girls work" and debates within contemporary English youth work. Drawing on previous scholarly work in Girlhood studies, youth work and youth policy, I explore the range of dominant discourses that have come to shape youth work practice within the current economic and policy climate. Taking two examples of present-day "girls work", Feministwebs and Girlguiding UK, I map the similarities and differences between these distinctive forms of practice, before considering the potential of feminist and queer pedagogies in reclaiming the potential for a liberatory praxis within twenty-first-century girls work. (Contains 9 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Educational Change; Public Policy; Educational Policy; Program Implementation; Comparative Analysis; Foreign Countries; Case Studies

Abstract:
The article adopts a comparative approach to review three periods of theory development in research into higher education policy implementation. Given the conceptual affinity between Cerych and Sabatier's 1986 seminal study into higher education policy implementation and public policy implementation theory, the field of public policy is chosen for reference and comparison. The article argues, first, that the underlying characteristics of higher education research such as sector-isolatedness, application drift and sensitivity to political agendas hindered the development of sector-specific theories of policy implementation. Second, this gap in theory formation started to be narrowed from the late 1990s onwards, due to critical reappraisal of the 1986 study and due to limited utilisation of mid-range theory concepts conceived within or related to the public policy field. It is through the utilisation of such public policy theory that higher education implementation research may reach a more mature stage. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Language Planning; Language Attitudes; Public Policy; Language Variation; Language Usage; Behavior Patterns; Values; Social Problems; Problem Solving; Civil Rights

Abstract:
In this article, the author applies Makiguchi Tsunesaburo's (1871-1944) perspectives to language policy and planning (LPP). One theoretical question in LPP theory is why individuals opt to use particular languages and varieties of languages in certain contexts. The author contends that Makiguchi's theory of value can be used to systematically explain behavior in language choice by understanding language choice as value-seeking behavior. The author also considers practical implications of Makiguchi's ideas to solve social issues related to LPP. These practical implications include value creation and attitude to deal with the issues of language choice, educational applications, and emphasis on the local community. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Community Education; Foreign Countries; Models; Public Policy; Educational Policy; Policy Formation; Extended School Day; Extended School Year; Administrative Principles; Educational Trends; Trend Analysis; Politics of Education; Change Strategies; Educational Change; Social Theories; Social Values

Abstract:
New Labour's extended schools initiative added to existing models of community schooling. The paper identifies the key principles behind extended schooling, making comparisons with historical models and contemporary trends in community education. Part one examines New Labour's use of extended schools to deliver their social policy agenda. Part two focuses on alternative models of community schooling used in England and Scotland, suggesting alternative solutions to issues of social disadvantage and educational underachievement. Part three examines the European tradition of social pedagogy exploring the potential contributions it brings to educational and welfare practice in England given the new Government's approach to localism and the "Big Society". Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Educational Policy; Models; Public Officials; Educational Research; Adoption (Ideas); Researchers; Information Dissemination; Foreign Countries; Public Policy; Communication (Thought Transfer)

Abstract:
The process of "knowledge adoption" is defined as the means through which policy-makers digest, accept then "take on board" research findings. It is argued in Brown, however, that current models designed to explain knowledge adoption activity fail to fully account for the complexities that affect its operation. Within this paper, existing frameworks are explored and critiqued, and an alternative approach is presented. It is argued that this alternative conceptualisation provides a more effective explanation of the knowledge adoption process and significantly improves on extant work in this area. (Contains 1 figure and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Quality Control; Rewards; Strategic Planning; Public Policy; Sustainability; Educational Change; Political Influences; Performance Factors; Financial Support; Performance Based Assessment; College Faculty; Competition; Leadership Role; College Administration; Educational Improvement; Educational Policy

Abstract:
The renewal of strategy development and implementation is important in the context of the changing higher education landscape. Changing government policy and the political agenda require a university to engage in careful strategy development and implementation which result in long-term sustainability. The political interest of the government will place more pressure on universities to align their strategy and directions as performance-based rewards are linked to institutional performance outcomes in teaching and research. It is yet to be seen how performance-based funding could improve internal quality assurance in universities as more focus will be on aligning resources to attract performance funding. Such a strategy may not lead to internal enhancements and it may also scrutinise academic work in assessing and rewarding teaching and research performance. Lack of emphasis on careful planning and implementation could have implications for institutions in the current competitive environment. The author concludes that careful and intelligent strategy development and effective implementation and monitoring are based on the quality of institutional leadership which drives change and improvement. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Private Sector; Diversity (Institutional); Higher Education; Partnerships in Education; Public Sector; Foreign Students; College Students; Public Policy; Colleges; Accreditation (Institutions)

Abstract:
This paper assesses the growing UK private sector in education and questions whether it is, as its supporters suggest, a valuable addition to an already diverse national system. An earlier "Perspectives" paper (Woodfield et al 2011) explored the emerging partnerships between public and private sectors. This follow-up explores the roles that the private sector providers are now playing. To understand this fully it is essential to analyse the range and type of private providers, since their different characteristics and functions mean that only some are relevant to this debate. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Public Agencies; Public Policy; Scientific Research; Periodicals; Access to Information; Federal Aid; Federal Government; Publishing Industry

Abstract:
The National Science Foundation (NSF), in carrying out the Obama administration's new push for greater public access to research published in scientific journals, will consider exclusivity periods shorter than the 12-month standard in the White House directive, as well as trade-offs involving data-sharing and considerations of publishers' financial sustainability. The administration's directive, announced on Friday after two years of deliberation, asks agencies that sponsor research to impose a 12-month upper limit on how long journals can hold subscription-only rights to articles describing research that was financed with federal funds. The National Institutes of Health (NIH) adopted such a requirement almost five years ago, and now all other federal agencies that spend at least $100-million a year on research and development are being given six months to draft a similar policy. The NIH announced this past November that it would soon begin enforcement by blocking the renewal of grant awards in cases where journal publications arising from the awards do not comply with its open-access rule. The NSF, the largest provider of federal money for basic scientific research after the NIH, will very likely follow the NIH in setting a 12-month period of exclusivity as its general rule. The White House science adviser, John P. Holdren, in announcing the new policy on Friday, described an expansion of public access to federally financed research as important to economic growth. Scientific research supported by the federal government spurs scientific breakthroughs and economic advances when research results are made available to innovators. Demands for open-access research have generated years of heated debate involving publishers, universities, researchers, and various advocacy groups. The NIH instituted its 12-month policy in April 2008, but only after strenuous objections from private publishing companies that fought back against an original proposal for six months. Congress has refused to pass a government-wide mandate, despite several years of attempts by some lawmakers. And only a year ago, the Obama administration appeared to have given up on the idea, after a year of studying the question. In the end, the plan outlined by Mr. Holdren does "a very good job of balancing interests" of libraries, universities, researchers, and publishers. Industry representatives appeared to agree. In a statement issued Friday, the Association of American Publishers said the new policy "outlines a reasonable, balanced resolution of issues around public access to research funded by federal agencies." Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Lifelong Learning; Sustainable Development; Problem Solving; International Education; International Studies; Performance Factors; Barriers; Educational Philosophy; Global Approach; Change Strategies; Educational Change; Educational Strategies; Educational Policy; Policy Analysis; Public Policy; Educational Trends; Fundamental Concepts; Holistic Approach

Abstract:
This paper begins with an analysis of global problems shaping education, particularly as they impact upon learning and life chances. In addressing these problems a range of philosophical positions and controversies are considered, including: traditional romantic and institutional views of schooling; and more recent maximalist, neo-liberal, emancipatory and post-modern-perspectives of lifelong learning. In this paper we argue that these do not represent "the last word" on the provision of learning and the enhancement of life chances and instead we put forward an alternative view based upon the notion of adopting an inclusive problem-solving approach, which we believe may be better suited to offering solutions to the various global problems that have been identified or that are still emerging. We believe that such an approach addresses and expands the individual, social, economic and political features of education and conduces to the improvement and expansion of learning and life chances. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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