Special Issue "Education Policy: Analysis and Practice for Persisting Educational Issues"
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: 1 January 2024 | Viewed by 1032
Interests: work psychology; organizational behavior and leadership in educational settings; educational policy; change management
Interests: comparative education; educational policy; curriculum and instruction; educational leadership
We are pleased to invite you to submit your research to this Special Issue of Education Sciences, titled Education Policy: Analysis and Practice for Persisting Educational Issues.
Educational policies have always had great prominence within public policy. Global trends and the current pandemic climate presented educators with multiple, complex and, sometimes, contradictory challenges. Policymakers are in constant search of reform initiatives to address these persisting or emerging educational policy issues. Persistent waves of reform initiatives have become permanent fixtures of educational policy and practice (Hargreaves, Lieberman, Fullan and Hopkins, 2005). Increasingly, uncertainty has been named as an inevitable by-product of education policy and reform initiatives (Frykholm, 2004; Villaume, 2000). While efficiency has also been a great concern in educational policy, scholars warned us about the widening gaps in persisting equity-based educational issues in turbulent times (Darling-Hammond, 2002).
This Special Issue calls for empirical studies focusing on different aspects of educational policy in times of turbulence. For instance, studies may choose to focus on policy formation, implementation, efficacy or the evaluation of a select educational policy issues. Studies addressing implementation and efficacy issues in the field are encouraged. Questions such as “how do implementors (both administrative and professional staff) respond to policy initiatives”, “how do they cope with the stress they experience” and “what support mechanisms do administrators or educational organizations provide implementors to alleviate their stress and maintain their well-being” can be addressed. Similarly, studies targeting persisting equity issues in times of turbulence are also encouraged. Both K-12 and higher education levels can be studied. Quantitative, qualitative or mixed methodologies are equally welcome. Conceptual studies and comprehensive reviews may also be considered only if they offer novel frameworks in dealing with policy issues.
We look forward to receiving your contributions.
Prof. Dr. Ibrahim Duyar
Prof. Dr. Amany Saleh
Prof. Dr. Ahmet Aypay
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
- educational policy
- policy analysis
- policy formation
- policy implementation and efficacy
- policy evaluation
- persisting educational issues
- uncertainty/turbulent times