Research to Policy Archive

• Volume I, Issue 1, April 2003
  Who Said What to Whom, How and Why? Media Coverage of Teacher Preparation and Implications for Influencing Policy.
  by Dan Laitsch, ASCD and Penelope M. Earley,
  George Mason University
  Summary: Decisions by the federal government to "fix" teacher education have been documented and according to Earley (2001) reflect distrust of the traditional teacher preparation process and a championing of alternative training options. However, the role of the media in influencing the teacher education policy agenda has received little examination. This research begins to fill that void.
• Volume I, Issue 2, November 2003
  Collaboration and Accountability: Achieving Both by Focusing on Teaching and Learning.
  by S. David Brazer,
  George Mason University
  Summary: Collaborative decision-making around core issues of teaching and learning is extraordinarily difficult to achieve because of perceived accountability pressures, ambivalence among school and district leaders, and a general lack of vital skills required to make collaborative decision-making work. Each of these difficulties has a relatively simple solution, but each requires a change of heart and habits that is challenging to make.
• Volume I, Issue 3, September 2005
  HEA Reauthorization & Teacher Education Policy.
  by Penelope M. Earley,
  George Mason University.
  Summary: Bills to reauthorize Title II of the Higher Education Act introduced in the first session of the 109th Congress are analyzed and issue of potential concern to the teacher education community are explored.
• Volume II, Issue 1, June 2006
  Standards Alignment and Government Policy, Unresolved Policy Dilemmas.
  by Penelope M. Earley,
  George Mason University
  Summary: Although government officials at all levels pledge fidelity to the idea of standards alignment, does everyone agree on what this means? Clashes of meaning and expectations between and among education decision makers and stakeholders have created a series of as yet unresolved policy dilemmas. Because these dilemmas have not been carefully addressed, attempts to manage standards alignment through the establishment of local, state or federal policies have resulted in confusion and frustration in the education community and to some extent in the general public.

E-Journal: International Journal of Education Policy and Leadership (IJEPL) , Penelope Earley & Dan Laitsch, Editors.

IJEPL is an open access refereed electronic journal dedicated to enriching the education policy and leadership knowledge base, and promoting exploration and analysis of policy alternatives. The journal is a joint publication of the Association for Supervision and Curriculum Development (ASCD), the Center for Educational Policy in the College of Education and Human Development at George Mason University, and the faculty of Education at Simon Fraser University. For information on submitting articles or becoming a reviewer, please see the IJEPL web site at www.ijepl.ca.