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A Call for Education Schools to Reassert Themselves on National Policy Questions

Writing in the Chronicle of Higher Education, TC's Jeffrey Henig argues that, even as education has increasingly become front-page news, education schools have been marginalized in the national education-policy debates.Citing the College's new policy department as an example, he calls foreducation school facultyto "master the tools of contemporary policy analysis and then tie them to their richer base of knowledge and craft;"to"engage in creative, cross-disciplinary research that takes into account the many varied, sometimes subtle ways in which education works or doesn't work for students" and to "pay attention to what happens inside schools and classrooms, but...also attend very seriously to ways in which broader social, economic, and policy forces reinforce and constrain schools and independently affect learning wherever it occurs."
By Jeffrey Henig, Professor of Political Science and Education

Writing in the Chronicle of Higher Education, TC's Jeffrey Henig argues that, even as education has increasingly become front-page news, education schools have been marginalized in the national education-policy debates.Citing the College's new policy department as an example, he calls for education school faculty to "master the tools of contemporary policy analysis and then tie them to their richer base of knowledge and craft;"to "engage in creative, cross-disciplinary research that takes into account the many varied, sometimes subtle ways in which education works or doesn't work for students" and to "pay attention to what happens inside schools and classrooms, but...also attend very seriously to ways in which broader social, economic, and policy forces reinforce and constrain schools and independently affect learning wherever it occurs."

Published Wednesday, Jun. 8, 2011

A Call for Education Schools to Reassert Themselves on National Policy Questions

By Jeffrey Henig, Professor of Political Science and Education

Writing in the Chronicle of Higher Education, TC's Jeffrey Henig argues that, even as education has increasingly become front-page news, education schools have been marginalized in the national education-policy debates.Citing the College's new policy department as an example, he calls for education school faculty to "master the tools of contemporary policy analysis and then tie them to their richer base of knowledge and craft;"to "engage in creative, cross-disciplinary research that takes into account the many varied, sometimes subtle ways in which education works or doesn't work for students" and to "pay attention to what happens inside schools and classrooms, but...also attend very seriously to ways in which broader social, economic, and policy forces reinforce and constrain schools and independently affect learning wherever it occurs."
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