Learning and Doing Policy Analysis in Education -- TABLE OF CONTENTS -- Acknowledgement -- CHAPTER 1: On Constructing a Framework for Policy Analysis in the Global Era: The Effects Of The Global Introduction Of Performance Standards And Regulations To Promote And Improve Education For All -- ON THE EMERGENCE OF PERFORMANCE STANDARDS AND REGULATIONS -- ON THE ROLE OF POLICY ANALYSIS -- THE FOCUS OF THIS BOOK -- OUR APPROACH TO DOING POLICY ANALYSIS -- Conceptualization of the Policy Problem and its Context -- The Role of Theory in Policy Analysis -- UNDERSTANDING THE METHODS AND MODES OF INQUIRY OF THE SOCIAL SCIENCES -- THE CONTENTS OF THIS BOOK -- AUDIENCE FOR THIS BOOK -- NOTES -- REFERENCES -- CHAPTER 2: Is Poverty Reduction Enough?: Lessons From Bolsa Familia In Brazil -- FRAMEWORK AND PERSPECTIVES -- Framework -- Human Capital Theory and Investments in People -- International Actors - UNDP and World Bank -- National Actor - Brazil -- METHODS, TECHNIQUES, AND MODES OF INQUIRY -- Inputs -- Process -- Outputs -- DATA AND EVIDENCE -- RESULTS -- Lesson One - Complementarities in Development Matter -- Lesson Two - Quality Matters -- Lesson Three - Equality Matters -- Lesson Four - Accountability Matters -- CONCLUSIONS -- REFERENCES -- ANNOTATED BIBLIOGRAPHY -- Appendices -- APPENDIX 1 -- APPENDIX 2 -- APPENDIX 3 -- CHAPTER 3: The Effectiveness of Policy and Practice for "Universal Primary Education" Within Education for All: Case Study Of Pakistan -- RESEARCH QUESTIONS: -- PERSPECTIVES AND FRAMEWORKS -- THEORY OF THE POLICY -- METHODS AND SOURCES OF DATA -- ENROLLMENT RATE -- DISPARITIES IN ENROLLMENT -- PRIMARY COMPLETION RATE -- QUALITY OF EDUCAT TION -- DISCUSSION OF RESULTS -- POVERTY -- TRADITIONAL BELIEFS -- SHORTAGE OF ADEQUATE SCHOOL FACILITIES -- INEFFICIENT ALLOCATION AND UTILIZATION OF RESOURCES.

OVERLY BUREAUCRATIC STRUCTURE AND POLITICAL INFLUENCE -- POLICY IMPLICATIONS -- CONCLUSION -- REFERENCES -- ANNOTATED BIBLIOGRAPHY -- POLICY DESCRIPTION AND ANALYSIS RESOURCES -- MULTIPLE DATA (EVIDENCE) SOURCES -- MORE DATA SOURCES (PARTICULARLY IN QUALITY ISSUES) -- CHAPTER 4: School Capacity the Neglected Paradigm in EFA Movement: A Case Study Of Educational Development In Bangladesh At The Primary Level In EFA Contex -- PERSPECTIVES AND THEORETICAL FRAMEWORK -- EDUCATIONAL CONTEXT (PRIMARY EDUCATION) AND STRUCTURE -- DEVELOPING SCHOOL CAPACITY -- RESOURCE DIMENSION -- PRODUCTIVITY DIMENSION -- CONNECTING POLICY, SCHOOL CAPACITY AND INSTRUCTIONAL QUALITY -- METHODS, TECHNIQUES AND MODES OF INQUIRY -- DATA SOURCES OR EVIDENCE -- RESULTS -- Physical Infrastructure -- QUALITY AND QUANTITY OF TEACHERS -- INSTRUCTIONAL RESOURCES -- RESOURCE ALIGNMENT -- INTERRELATIONSHIP OF QUALITY AND SCHOOL CAPACITY -- CONCLUSION -- POLICY IMPLICATIONS AND ALTERNATIVE MODEL -- REEFERENCES -- ANNOTATED REFERENCES -- APPENDIX 1 -- APPENDIX 2 -- CHAPTER 5: Achieving Education for All -Together: A Comparative Study On Inclusive Education Policies In The United States And In Taiwan -- PERSPECTIVES AND FRAMEWORKS -- In the U.S. -- IN TAIWAN -- METHODS AND DATA SOURCES -- THE INPUT-PROCESS-OUTCOME-CONTEXT FRAMEWORK -- RESULTS -- IN THE U.S. -- IN TAIWAN -- CONCLUSION -- ALTERNATIVES AND FUTURE STUDIES -- LIMITATIONS OF THIS STUDY -- REFERENCES -- ANNOTATED BIBLIOGRAPHY -- CHAPTER 6: The Effect of the No Child Left Behind Accountability Mechanisms on Middle School Mathematics Teaching and Student Performance -- RESEARCH QUESTIONS: -- PERSPECTIVES AND FRAMEWORK -- ASSESSMENT DEVELOPMENT -- METHODS, TECHNIQUES AND MODES OF INQUIRY -- RESULTS: NCLB AND ACCOUNTABILITY -- Question 1: Impact on Student Performance -- Considerations for Research Question 1:.

Summary of Findings for Research Question 1: -- Question 2: Impact on Teaching -- Summary of Findings for Research Question 2: -- Question 3: Alignment of Content and Teaching -- Summary of Findings for Research Question 3: -- CONSIDERING STANDARDS -- CONCLUSION -- LIMITATIONS -- SCHOLARLY SIGNIFICANCE -- NOTES -- REFERENCES -- ANNOTATED REFERENCES -- Primary Sources: -- Secondary Sources: -- PROFESSIONAL STANDARDS FOR TEACHING MATHEMATICS -- National Council of Teachers of Mathematics -- NCTM MATHEMATICS STANDARDS FOR MATHEMATICAL PRACTICE -- CONNECTING THE STANDARDS FOR MATHEMATICAL PRACTICE TO THE STANDARDS FOR MATHEMATICAL CONTENT -- CHAPTER 7: Teacher Perceptions of Curriculum Under No Child Left Behind -- PERSPECTIVES AND FRAMEWORK -- THEORETICAL FRAMEWORK AS GIVEN BY THE FEDERAL POLICY -- METHODS AND DATA SOURCES -- RESULTS -- From the Literature -- FROM A CASE STUDY -- REVISITING THE QUESTIONS -- Research Question 1: -- Research Question 2: -- Research Question 3: -- CONCLUSION -- REFERENCES -- APPENDIX 1 -- APPENDIX 2 -- APPENDIX 3 -- APPENDIX 4 -- APPENDIX 5 -- APPENDIX 6 -- APPENDIX 7 -- CHAPTER 8: The Implementation of Mathematical Literacy as a New Subject in the South African Curriculum -- PERSPECTIVES AND FRAMEWORK -- BRIEF OVERVIEW OF THE REASONS FOR AN OUTCOMES-BASED CURRICULUM -- BRIEF OVERVIEW OF THE POLICY ACTORS -- BRIEF OVERVIEW OF THE HISTORICAL CONTEXT AND ITS IMPACT ON EDUCATION POLICY -- METHODS AND DATA SOURCE -- RESULTS -- DEFINITION ISSUES -- IMPLEMENTATION ISSUES -- Teachers' Views and Support of the Policy -- CAPACITY DEVELOPMENT: PREPARATION AND INSTRUCTIONAL MATERIALS -- Parents Views and Support of the Policy -- Students' Achievement and Assessment Effectiveness -- RECOMMENDED CURRICULUM CHANGE -- Alternative Framework -- CONCLUSIONS -- CONCLUSION -- NOTES -- REFERENCES -- ANNOTATED REFERENCES -- APPENDIX 1.

CHAPTER 9: The Reach and Possibilities of Educational Reform for the Rural Poor in Mexico -- INTRODUCTION -- THEORETICAL FRAMEWORK -- POVERTY IN MEXICO -- EDUCATING THE RURAL POOR: RECENT POLICY RESPONSES -- WHAT THE REFORM HAS AND HAS NOT ACCOMPLISHED AND WHY -- RESTRUCTURING POLICY: FEDERALIZATION -- TEACHER POLICY: THE NEW ROLE OF THE TEACHER AND THE REFORMED SYSTEM OF TEACHER DEVELOPMENT -- CURRICULAR POLICY: THE REFORMULATION OF TEACHING METHODS, EDUCATIONAL CONTENT AND MATERIALS -- COMPULSORY EARLY CHILDHOOD EDUCATION: A POLICY WHOSE TIME HAS COME? -- DISCUSSION -- NOTES -- REFERENCES -- NOTES -- REFERENCES -- CHAPTER 10: Scholarly Teaching: Learning and Doing Policy Analysis in Education -- A COURSE DESIGNED TO FOSTER LEARNING, UNDERSTANDING, AND PASSION -- Reflections from Professor Tatto -- Reflections from the Students -- Reflections from Professor Tatto 2 -- DEMONSTRATING SCHOLARLY TEACHING -- Reflections from Professor Tatto 1 -- Reflections from the Students -- Reflections from Professor Tatto 2 -- DEVELOPING A SCHOLARSHIP OF TEACHING -- Reflections from Professor Tatto 1 -- Reflections from the Students -- Reflections from Professor Tatto 2 -- CONCLUSION -- NOTE -- REFERENCES -- TE 919: POLICY ANALYSIS IN EDUCATION1 -- NOTES -- TE919 Final Paper Detailed Outline Tentative Format -- TE919 Policy Analysis in Education Grading Criteria -- Notes on Contributors.