What "counts" as educational policy? Notes toward a new paradigm.

Autor/in	Anyon, Jean
Titel	What "counts" as educational policy? Notes toward a new paradigm.
Quelle	In: Harvard educational review, 75 (2005) 1, S. 65-88Infoseite zur Zeitschrift Verfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0017-8055
Schlagwörter	Empirische Untersuchung; Bildungspolitik; Schulpolitik; Familienhilfe; Familienpolitik; Schule; Öffentliche Schule; Schülerleistung; Stadt; Geschichte (Histor); Armut; Kommunalpolitik; Sozioökonomische Lage; Wirtschaftspolitik; Effizienz; Qualität; USA
Abstract	The author argues that the definition of education policy should be expanded to include the consideration of economic policies. She asserts that the impact of economic policies, such as minimum wage laws, have large and often ignored impacts on the experiences of urban students. She then argues that even small annual salary enhancements can have direct effects on the experiences of urban families living in poverty, and particularly on the educational experiences of children in those families. Ultimately, the author posits the need for the inclusion of economic policies under the rubric of educational policies as divorcing the two creates an artificial divide; one cannot hope to impact urban schools without first addressing the economic needs of the families who attend those schools. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005/3