Research on the Influences of Educational Policy on Teaching and Learning

Edited by:
Cynthia Szymanski Sunal, University of Alabama
Kagendo Mutua, University of Alabama

A volume in the series: Research on Education in Africa, the Caribbean, and the Middle East. Editor(s): Kagendo Mutua, University of Alabama. Cynthia Szymanski Sunal, University of Alabama.

Published 2013

The 14 chapters in this book address education policy as it is being implemented in three world regions, Africa, the Caribbean, and the Middle East. The diverse authors utilize original local data, interpreting it to describe policy development and implementation across a range of nations who share commonalities but also differences.

The chapters begin with the premise that policy must respond to the needs of the citizenry and to the challenges faced by each society internally as well as globally. Meeting the challenge of frequently competing existing needs while addressing educational development to prepare for future needs, is an ongoing task for policymakers.

The researchers authoring the book’s chapters are aware of competing challenges and of the need for frequent revision of educational policy as well as continuing support for its implementation. They base their conclusions and the implications offered on the data while taking into account the culture within which successful and appropriate policy must be implemented. The implications have relevance for any society in the world as diversity exists everywhere so all societies are experiencing challenges generated by our interdependence with each other.

CONTENTS
Educational Policy on Teaching and Learning in Africa, the Caribbean, and the Middle East, Cynthia Szymanski Sunal and Kagendo Mutua. Impact on Teaching and Learning of Educational Policy on Special Needs Education and Inclusion in South Africa, Petra Engelbrecht and Marichell van Deventer. The Paradox of Universal Secondary Education in Uganda, Philip P. Kelly. Inclusive Education: The Nigerian Attempt, Ahon Adaka Terfa. Supporting Novice Teachers in Egypt: The Development and Evaluation of an Induction/Mentoring Program, Jack Levy, Yasser Youssif, and Nevein Dous. Who Will Teach These Children? Special Education Policy in Zimbabwe, Nyaradzo H. Mvududu. Morocco’s 2000 Charter for Educational Reform Policy: Language Standardizations and Fragmentations, Bethsaida Nieves. International Funding in Educational Reform in Trinidad and Tobago, 1996–2002, Genevieve A. Baptiste and Dennis A. Conrad. The Exodus of Cape Verdean Immigrants to the Northeastern United States, Julio C. de Carvalho. Special Educators’ Efficacy and Exceptional Students’ Future Trajectories: Informing Barbados’ Education Policy, Stacey Blackman, Arthur G. Richardson, and Claudette Fongkong-Mungal. Education Reform’s Impact on the Development of Special Education Policy in Qatar, Asma Al Attiyah and Brenda B. Lazarus. Educational Policy and Pedagogical Practice Impacting Gypsy, Roma, and Traveler Groups in the United Kingdom: Lessons for Neighboring Middle Eastern Countries, Kalwant Bhopal. Emerging Bilingualism in Kindergarten: Implications for Educational Policies and Practices in Qatar, Karen L. Kelly, Radhika Viruru, Fatima Al Maadadi, and John R. Schorger. Epilogue, Soula Mitakidou and Beth Blue Swadener. About the Contributors.