Early years[ edit ] Educational psychology is a fairly new and growing field of study.
Asking the right question is the cornerstone of inquiry. In other words, how a research question is worded frames the approaches available to answering it. The answers are often used to support arguments about educational policy for change. This essay examines three pressing, often implicit questions currently being asked in educational policy research: Although they are seemingly similar terms, the concepts of equality, equity, and justice orient thinking about policy in different and important ways.
On the surface, the goals implied by the above questions might seem to be aiming at the same result—even the terms might seem to be about the same idea. But, in fact, when thought about rigorously, each concept carries different assumptions about students and the goals of a policy outcome.
All three concepts are important, but each can easily be misapplied. Misunderstood or poorly understood ideas of equality, equity, or justice, when enacted in policy, can inadvertently harm certain groups of students.
This is why understanding the differences between these three ideas—and asking the right questions—is important.
Equality and Equity in Education Policy The ideas of equality and equity are often misunderstood and misused. Each concept also carries implications about how students should be treated and how resources should be distributed. A common understanding of educational equality is that schools should offer all students the same education.
This way all students will have an equal chance. A common understanding of educational equity is that all children should be given the education they need to achieve certain outcomes. Both of these ideas make sense at first glance, and they clearly connect to ideas of fairness.
However, when these ideas are used to orient policy approaches, undesirable consequences might arise.
In contrast the equity orientation acknowledges the different needs of individuals and how they all require specific support to be able to reach a goal, such as achieving proficiency on standardized tests, or in the case of the cartoon watching a baseball game.
However, there is a problem with the concept of equity when thinking about school policies. But the goal has to be the same for all students, because that is what makes reaching equity possible from a policy standpoint.
What happens when, for example, a student does not want to watch baseball? Will policy force that child to watch baseball?Slouching Towards Bethlehem: Essays (FSG Classics) [Joan Didion] on alphabetnyc.com *FREE* shipping on qualifying offers.
The first nonfiction work by one of the most distinctive prose stylists of our era, Joan Didion's Slouching Towards Bethlehem remains.
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