Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 3 |
| Since 2016 (last 10 years) | 5 |
| Since 2006 (last 20 years) | 6 |
Descriptor
Source
| American Enterprise Institute | 1 |
| Digital Education Review | 1 |
| Language and Education | 1 |
| Manhattan Institute for… | 1 |
| National Academy of Education | 1 |
| Russian Education and Society | 1 |
| Social Studies | 1 |
Author
| Avraamova, E. M. | 1 |
| Claro, Magdalena | 1 |
| Cochran-Smith, Marilyn | 1 |
| Domanico, Ray | 1 |
| Hess, Frederick M., Ed. | 1 |
| Jara, Ignacio | 1 |
| Liu, Yongbing | 1 |
| Reagan, Emilie M. | 1 |
| Shanks, Neil | 1 |
| Warren, Hannah, Ed. | 1 |
Publication Type
| Reports - Evaluative | 7 |
| Journal Articles | 4 |
| Collected Works - General | 1 |
| Information Analyses | 1 |
Education Level
Audience
Location
| Chile | 1 |
| China | 1 |
| New York | 1 |
| New York (New York) | 1 |
| Russia | 1 |
Laws, Policies, & Programs
| Coronavirus Aid Relief and… | 1 |
Assessments and Surveys
| National Assessment of… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkShanks, Neil – Social Studies, 2020
This paper considers the implications of the neoclassical dominant narrative in economics education and conceptualizes specific responses that teachers and teacher educators can take to promote a humanizing economics pedagogy. I briefly describe alternative economic paradigms and contrast them with neoclassical fundamentals. Then, I include…
Descriptors: Teaching Methods, Economics Education, Lesson Plans, Course Content
Download full textCochran-Smith, Marilyn; Reagan, Emilie M. – National Academy of Education, 2021
In 2010, as the result of a congressionally mandated study, the National Research Council (NRC) published the report "Preparing Teachers: Building Evidence for Sound Policy" (NRC, 2010). Reflecting the unprecedented attention to teacher quality that had emerged internationally in response to the exigencies of the "global knowledge…
Descriptors: Best Practices, Teacher Education Programs, Program Evaluation, Knowledge Economy
Claro, Magdalena; Jara, Ignacio – Digital Education Review, 2020
This article analyzes the reasons behind the end of the ICT in education policy (Enlaces) driven by the Chilean Ministry of Education for 25 years. The argument is that the institution that sought to give sustainability to this policy over time, ended up losing its ability to lead relevant responses to the educational challenges posed by the…
Descriptors: Foreign Countries, Educational Policy, Educational History, Information Technology
Domanico, Ray – Manhattan Institute for Policy Research, 2022
New York State's system of public elementary and secondary schools is in steep decline, but it is salvageable. The roots of its problems pre-date the onset of the COVID-19 pandemic in early 2020, but the system's response to that challenge accelerated discontent with the schools and harmed students. The damage of those years will not be undone if…
Descriptors: Educational Change, Kindergarten, Elementary Secondary Education, Governance
Hess, Frederick M., Ed.; Warren, Hannah, Ed. – American Enterprise Institute, 2021
The newly created Conservative Education Reform Network (CERN) at the American Enterprise Institute (AEI) invited a group of conservative education thinkers to sketch policy proposals that they would like to see in a new education agenda. The only requirement was that they offer suggestions that would complement the traditional conservative…
Descriptors: Networks, Educational Change, Political Attitudes, Educational Policy
Avraamova, E. M. – Russian Education and Society, 2014
Recent changes to the budgetary basis of schools in Russia has received a mixed response from parents, with a variety of views on whether the quality of education is being improved. Reductions in state support for preschool education raises questions about the ability of less affluent parents to prepare their children for first grade. Perhaps more…
Descriptors: Elementary School Students, Grade 1, Foreign Countries, Budgets
Liu, Yongbing – Language and Education, 2005
This paper examines the pro-science and technology discourse constructed in Chinese language textbooks currently used for primary school students nationwide in China. By applying analytical techniques of critical discourse analysis (CDA), the paper critically investigates how the discourse is constructed and what ideological forces are manifested…
Descriptors: Foreign Countries, Textbooks, Discourse Analysis, Chinese
