DED 622 Educational Policy:Theory and Practice: Reading list

Module texts

• Colebatch, H. (2009). Policy. 3^rd edn. Buckingham: Open University Press.

• Fowler, F. (2013). Policy studies for educational leaders: an introduction. 4^th edn. Columbus, OH: Merrill/Prentice Hall.

• Howlett, M. & Ramesh, M. (2009). Studying public policy: policy cycles and policy subsystems. 3^rd edn. Oxford: Oxford University Press.

Key indicative readings

ME

• Atweh, B., Forgasz, H. & Nebres, B. (eds). (2001). Sociocultural research on mathematics education: An international perspective. Mahwah, NJ: Lawrence Erlbaum. 
• English, L. (ed.). (2016). Handbook of international research in mathematics education. 3^rd  edn. London: Lawrence Erlbaum.  
• Malone, J.A., Atweh, B. & Northfield, J.R. (eds). (1998). Research and supervision in mathematics and science education. Mahwah, NJ: Lawrence Erlbaum. 
• Seeger, F., Voigt, J. & Waschescio, U. (1998). The culture of the mathematics classroom. New York: Cambridge University Press. 

MLP

• Dolowitz, D. & Marsh, D. (2000) Learning from abroad: the role of policy transfer in contemporary policy-making. Governance, vol. 13(1), pp. 5-24. 
• English, F. (2003). ‘Dumbing schools down with data-driven decision making’, in F.W. English. The postmodern challenge to the theory and practice of educational administration. Springfield: Charles C. Thomas. pp. 201-210. 
• Etzioni, A. (2008). ‘The unique methodology of policy research’, in M. Moran, M. Rein & R. Goodin, R. E. (eds). The Oxford handbook of public policy. Oxford: Oxford University Press. pp. 833-843. 
• Fägerlind, I. & Saha, L. (1989). ‘Strategies for educational reform’, in Education & National development: a comparative perspective. Oxford: Pergamon. pp. 145-166. 
• Fox, W. (2007). The United Arab Emirates: policy choices shaping the future of public higher education. University of California, Berkeley: Center for Studies in Higher Education. Open resource 
• Sawicki, D. (1983). On the virtues of the policy of doing nothing. Journal of Policy Analysis and Management, vol. 2(3), pp. 454-57. 
• Susskind, L. (2008). ‘Arguing, bargaining, and getting agreement’, in M. Moran, M. Rein & R. Goodin (eds). The Oxford handbook of public policy. Oxford: Oxford University Press. pp. 269-295. 
• Thomas, E. (2003). ‘Researching values in cross-cultural contexts’, in R. Gardner, J. Cairns & D. Lawton (eds). Education for values: morals, ethics and citizenship in contemporary teaching. London: Kogan Page. pp. 257-272. Request item
• Yanow, D. (2007). ‘Qualitative-interpretive methods in policy research’, in F. Fischer, G. Miller & M. Sidney (eds). Handbook of public policy analysis: theory, politics, and methods. London: CRC Press. pp. 405-416. Request PDF 
• Young, O. (2008). ‘Choosing governance systems: a plea for comparative research’, in M. Moran, M. Rein & R.Goodin (eds). The Oxford handbook of public policy. Oxford: Oxford University Press. pp. 844-857. 

TESOL 

• Alderson, J.C.  (2009). Politics of language education. UK: Multilingual Matters. 
• Canagarajah, A. S. (ed.). (2005). Reclaiming the local in language policy and practice. Mahwah, NJ: Lawrence Erlbaum. 
• Ferguson, G. (2006). Language planning and education. Edinburgh: Edinburgh University Press. 
• Ricento, T. (2006). An introduction to language policy: theory and method. Oxford: Blackwell.
• Spolsky, B. (2004). Language policy. Cambridge: Cambridge University Press.

SE

• Lane, J., Fealing, K. & Marburger III, J. (2011). The science of science policy: a handbook (Innovation and Technology in the World E). Stanford Business Books.

SIE

• Gaad, E. (2010). Inclusive education in the Middle East. New York: Routledge.

ICT

• Abbott, C. (2001). ICT Changing Education. Routledge: London.
• Facer, K. (2011). Learning Futures. Education, Technology and Social Change. Routledge.
• Papa, R. P. (2010). Technology Leadership for School Improvement.  Sage Publications.
• Selwyn, N and Facer, K (eds). (2013). The politics of education and technology: conflicts, controversies, and connections. New York,: Palgrave Macmillan. pp.127–146.
• Luwangula, I. (2013). Teachers' ICT skills for pedagogical integration in a developing country : discripancy [sic] between policy and practice. Hamburg: Anchor Academic.

Recommended readings

ME

• Armstrong, D., Armstrong, F. & Barton, L. (2000). Inclusive education: policy, contexts and comparative perspectives.  London: David Fulton 

• Biehler, R., Scholz, R. W., Straesser, R. & Winkelmann. (eds). (1994). The didactics of mathematics as a scientific discipline. Dordrecht: Kluwer. 

• Crystal, D. (2012). English as a global language. 2^nd edn. Cambridge: Cambridge University. 

• Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford: Oxford University Press. 

• Ernest, P. (1991). The philosophy of mathematics education. London: Falmer Press. 

• Ernest P. (ed.). (1994). Mathematics, education and philosophy. London: Falmer Press. 

• Grouws, D. A. (1992). (ed.). Handbook of research on mathematics teaching and learning. New York: Macmillan. 

• Perry, B., Diezmann, C. & Anthony, G. (eds). (2012). Research in mathematics education in Australasia 2008-2011. Sydney: MERGA. 

MLP

• Ball, S. (1993). Education policy, power relations and teachers’ work. British journal of Educational Studies, vol. 41(2), pp. 106-21. 

• Cooper, B. S., Fursarelli, L. D. & Randall, E. V. (2004). Better policies, better schools: theories   and applications. Boston: Pearson-Allyn and Bacon. 

• Donahue, J. & Zeckhauser, R. (2008). ‘Public-private collaboration’, in M. Moran, M. Rein & R. Goodin (eds). The Oxford handbook of public policy. Oxford: Oxford University Press. pp. 496-525. 

• Dryzek, J. (2008). ‘Policy analysis as critique’, in M. Moran, M. Rein & R. Goodin (eds). The Oxford handbook of public policy. Oxford: Oxford University Press. pp. 190-203. 

• Fowler, F. (2013). Policy studies for educational leaders: an introduction. 4^th edn. Columbus, OH: Merrill/Prentice Hall. 

• Gottweis, H. (2007). ‘Rhetoric in policy making between logos, ethos, and pathos’, in F. Fischer, G. Miller & M. Sidney (eds). Handbook of public policy analysis: theory, politics, and methods. London: CRC Press. pp. 237-250. Request PDF 

• Hay, C. (2008). ‘Globalization and public policy’, in M. Moran, M. Rein & R. Goodin (eds). The Oxford handbook of public policy. Oxford: Oxford University Press. pp. 587-604. 

• Miller, H. & Demir, T. (2007). ‘Policy communities’, in F. Fischer, G. Miller & M. Sidney (eds). Handbook of public policy analysis: theory, politics, and methods. London: CRC Press. pp. 137-147. Request PDF 

• Parsons, W. (1995). Public policy: an introduction to the theory and practice of policy analysis. Aldershot, UK: Edward Elgar. 

• Stone, D. (2000). Learning lessons, policy transfer and the international diffusion of policy ideas, Centre for the Study of Globalisation and Regionalisation. Open resource

• Sullivan, E. & Segers, M. (2007). ‘Ethical issues and public policy’, in F. Fischer, G. Miller & M. Sidney (eds). Handbook of public policy analysis: theory, politics, and methods.  London: CRC Press. pp. 309-327. Request PDF 

• Van Eeten, M. (2007). ‘Narrative policy analysis’, in F. Fischer, G. Miller & M. Sidney (eds). Handbook of public policy analysis: theory, politics, and methods.  London: CRC Press. pp. 251-269. Request PDF

TESOL

• Baldauf, R., Kaplan, R. & Kamwangamalu, N. (2010). Language planning and its problems. Current Issues in Language Planning, v. 11, pp. 430–438. 

• Banks, G. (2009). Evidence-based policy making: What is it? How do we get it? Melbourne, Australia: Productivity Commission. Open resource 

• Coupland, N. (2010). The handbook of language and globalization. Chichester, West Sussex, U.K.: Wiley-Blackwell.

• Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford: Oxford University Press. 

• Cooper, R. L. (1989).  Language planning and social change.  Cambridge: Cambridge University Press. 

• Hornberger, N. H. (2006). ‘Frameworks and models in language policy and planning’, in T. Ricento (ed.). An introduction to language policy: theory and method. Malden, MA: Blackwell.  

• Hornberger, N. H., & Ricento, T. (1996). Unpeeling the onion: Language planning and policy and the ELT professional. TESOL Quarterly, 30, 401–427. Request item

• Hornberger, N. H. & Johnson, D. C. (2010). ‘The ethnography of language policy’, in T. L. McCarty (ed.). Ethnography and language policy. Routledge. 

• Kachru, B., Kachru, Y. & Nelson, C. L. (2009). The handbook of world Englishes. Oxford, England: Blackwell. 

• Kaplan, R. B. & Baldauf, R. B. (1997). Language planning: from practice to theory. Clevedon, England: Multilingual Matters. 

• Kaplan, R. B., Baldauf, R. B. & Kamwangamalu, N. (2011). Why educational language plans sometimes fail. Current Issues in Language Planning, vol. 12, pp. 105–124. 

• Menken, K. (2008). English learners left behind: standardized testing as language policy. Clevedon, UK: Multilingual Matters. 

• Mahboob, A. & Szenes, E. (2010). Linguicism and racism in assessment practices in higher education. Linguistics and Human Sciences, vol. 3, pp. 325–354. Request item 

• Phillipson, R. (1992). Linguistic imperialism. Oxford: OUP. 

• Ricento, T. (ed.). (2000). Ideology, politics and language policies. Amsterdam, The Netherlands: John Benjamins. 

• Shohamy, E. (2001). The power of tests: a critical perspective on the uses of language tests. New York, NY: Longman. 

• Tollefson, J. W. (1991). Planning language, planning inequality: Language policy in the community. London, England: Longman. 

SE

• You, J. A., Lee, H. S. and Craig, C. J. (2019). Remaking textbook policy: analysis of national curriculum alignment in Korean school textbooks. Asia Pacific Journal of Education, vol. 39(1), pp. 14–30. 

• Banks, G. (2009). Evidence-based policy making: what is it? How do we get it? Melbourne, Australia: Productivity Commission. Open resource 

• Committee on Science Learning (2007).  Taking science to school: learning and teaching science in grades K-8. Washington, D.C.: National Academy Press. Request PDF

• Levine, A. (2006). Educating school teachers. The Education Schools Project. Request PDF

• National Research Council (2000).  Educating teachers of science, mathematics, and technology: new practices for the new millennium. Committee on Science and Mathematics Teacher Preparation. Washington, D.C.: National Academy Press.  Request PDF

• National Research Council (2006). Rising above the gathering storm: energizing and employing American for a brighter economic future. Committee on Science, Engineering and Public Policy.  Washington, D.C.: National Academy Press. Request PDF 

• Percival, R. V., Schroeder, C. H., Miller, A.S. & Leape, J. P.  (2009). Environmental regulation: law, science, and policy. 6^th edn. University of Maryland Francis King Carey School of Law: Aspen Publishers. Request PDF 

• Ravezts, J. (1987). Usable knowledge, usable ignorance incomplete science with policy implications. Science Communication, vol. 9(1), pp. 87-116. Request item

• State Indicators of Science and Mathematics Education: 2005. Washington, D.C.: The Council of Chief State School Officers. Open resource

• Stokes, D. (1997). Pasteur’s quadrant: basic science and technological innovation.  Washington, D.C.: Brookings Institution Press. Request PDF 

SIE

• Alborno, N. & Gaad, E. (2012). Employment of young adults with disabilities in Dubai: a case study. Journal of Policy and Practice in Intellectual Disabilities, vol. 9(2), pp. 103-111. 

• Al Ghazo, E. & Gaad, E. (2004). General education teachers in the United Arab Emirates and their acceptance of the inclusion of students with disabilities. British Journal of Special Education, vol. 31(2), pp. 94-99.  

• Allan, J. (1999). Actively seeking inclusion:  learners with special needs in mainstream schools.  London: Falmer. 

• Flavell, L. (2001).  Preparing to include special children in mainstream schools: a practical guide.   London: David Fulton. 

• Fox, G. (2001).  Supporting children with behaviour difficulties: a guide for assistants in schools.  London: David Fulton. 

• Frederickson, N. (2015).  Special educational needs, inclusion and diversity. 3^rd edn.  Buckinghm: Open University Press. 

• Gaad, E. (2004). Cross cultural perspective on the effect of cultural attitudes towards inclusion of children with intellectual disabilities. The International Journal of Inclusive Education, vol. 8(3), pp. 313-328. 

• Gargiulo, R. (2014).  An introduction to young children with special needs. 4^th edn. Cengage Delmar Learning. 

• Hegarty, S. (2002). Education & children with special needs: from segregation to inclusion. Sage Publications. 

• Lacey, P. & Lomas, J. (1993). Support services and the curriculum. London: David Fulton. 

• Lewis, A. (1995). Primary special needs and the national curriculum. 2^nd edn. London: Routledge. 

• Lindsay, G. & Thompson, D. (eds). (1997). Values into practice in special education. London: David Fulton. 

• Jelly, M., Fuller, A. & Byers, R. (2000). Involving pupils in practice. London: David Fulton. 

• McNamara, S. & Moreton, G. (1997). Understanding differentiation: a teachers’ guide. London: David Fulton. 

• Mitchell, D. (2014). What really works in special and inclusive education: using evidence-based teaching strategies. Routledge. 

• Mittler, P. (2000). Working towards inclusive education. London: David Fulton. 

• Sousa, D. (2006). How the special needs brain learns. 2^nd edn. Corwin Press. 

• Tilstone, C., Lacey, P., Porter, J. & Robertson, C. (2000). Pupils with learning difficulties in mainstream schools.  London: David Fulton. 

ICT

• Aesaert K et al. (2013). The content of educational technology curricula: a cross-curricular state of the art. Educational Technology Research and Development, vol. 61(1), pp. 131–151.

• Bulger, M. (2016). Personalized learning: the conversations we’re not having. Data and society working paper. Recuperado a partir  de https://www.datasociety.net/pubs/ecl/PersonalizedLearning_primer_2016.pdf.

• Busemeyer, M.R. & Garritzman, J.L. (2017). Academic, vocational or general? An analysis of public opinion towards education policies with evidence from a new comparative survey. Journal of European and Social Policy, vol. 27(4), pp. 373-386.

• Dussel, I, Ferrante, P. & Sefton-Green, J. (2013). "Changing narratives of change: (un)intended consequences of educational technology reform in Argentina", in: Selwyn, N, Facer, K (eds). The politics of education and technology: conflicts, Ccontroversies, and connections. New York,: Palgrave Macmillan, pp.127–146.

• Edirisingha, P. (2014). "ICT and elearning in higher education: policy perspective", in ICT leadership in higher education: selected readings. New Delhi: Commonwealth Educational Media Centre for Asia. Open resource

• Facer, K. (2011). Learning futures : education, technology, and social change. London: Routledge.

• Hansen, J. & Reich, J. (2015). Democratizing education? Examining access and usage patterns in massive open online courses. Science, vol. 350(6265), pp. 1245–1248. Request item

• Hayes, S. (2015). "Counting on use of technology to enhance learning", in Jandric, P. & Boras, D. (eds). Critical learning in digital networks. Berlin: Springer, pp.15–36. Request item

• Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A. & Hall, C. (2016). NMC horizon report: 2016 higher education edition. Austin, Texas: The New Media Consortium. 

• Sanders, S. and Witherspoon, L. (2012). Contemporary uses of technology in K-12 physical education : policy, practice, and advocacy. Charlotte, NC: Information Age.

• Hamilton, B. (2018). Integrating technology in the classroom : tools to meet the needs of every student. 2nd edn. Portland: International Society for Technology in Education.

• U.S. Department of Education. (2017). Reimagining the role of technology in education: 2017 National Education Technology Plan update. U.S. Department of Education. Retrieved from https://tech.ed.gov/files/2017/01/Higher-Ed-NETP.pdf

• Williamson, B. (2013). The future of the curriculum: school knowledge in the digital age. London: MA: The MIT Press. Open resource