Analyzing Educational Policies: A Learning Design Perspective

Autor/inn/en	Cobb, Paul; Jackson, Kara
Titel	Analyzing Educational Policies: A Learning Design Perspective
Quelle	In: Journal of the Learning Sciences, 21 (2012) 4, S.487-521 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
DOI	10.1080/10508406.2011.630849
Schlagwörter	Teaching Methods; Intentional Learning; Educational Policy; Policy Analysis; Goal Orientation; Professional Development; Middle School Teachers; Mathematics Teachers; Urban Schools; Interviews; Mathematics Instruction; Policy Formation; Teacher Competencies; Educational Opportunities; School Districts; Planning + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Intentionales Lernen; Politics of education; Bildungspolitik; Politikfeldanalyse; Zielorientierung; Zielvorstellung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Interviewing; Interviewtechnik; Mathematics lessons; Mathematikunterricht; Politische Betätigung; Lehrkunst; Bildungsangebot; Bildungschance; School district; Schulbezirk; Ablaufplanung; Planungsprozess
Abstract	In this article we describe and illustrate an analytical perspective in which educational policies are viewed as designs for supporting learning. From the learning design perspective, a policy comprises 3 components that we term the what, how, and "why of policy": the goals for the learning of members of the group targeted by the policy, the supports for their learning, and an often implicit rationale for why these supports might be effective. We unpack the how of policy by describing 4 types of support for learning: new positions, learning events, new organizational routines, and new tools. Based on our discussion of the rationale for each type of support we conjecture that policies that are effective in supporting consequential professional learning will involve some combination of new positions that provide expert guidance, ongoing intentional learning events in which tools are used to bridge to practice, carefully designed organizational routines carried out with a more knowledgeable other, and the use of new tools whose incorporation into practice is supported. We present an analysis of a policy that was central to an urban district's efforts to support middle school mathematics teachers' development of ambitious instructional practices. The data that we analyzed included audio-recorded interviews conducted with teachers, mathematics coaches, school leaders, and district leaders. The sample analysis illustrates that the learning design perspective is useful both when designing policies and when revising policies after implementation to make them more effective. (Contains 3 tables and 9 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10