Promotion of Public-Private Partnerships in Education by Kate Brannigan https://padlet.com/kabrannigan12/tsscuxhq1jvw Based on low-income contexts en-us 2019-01-20 22:19:02 UTC 2019-01-20 22:34:01 UTC hello@padlet.com Framing and Selling Global Education Policy: The promotion of Public-Private Partnerships for Education in Low Income Contexts by Antonio Verger kabrannigan12 https://padlet.com/kabrannigan12/tsscuxhq1jvw/wish/322533169 2019-01-20 22:22:51 UTC https://padlet.com/kabrannigan12/tsscuxhq1jvw/wish/322533169 kabrannigan12 https://padlet.com/kabrannigan12/tsscuxhq1jvw/wish/322533291 Paradigm:
Theory of Knowledge:
- Postpositivism 

]]> 2019-01-20 22:24:11 UTC https://padlet.com/kabrannigan12/tsscuxhq1jvw/wish/322533291 Research Goals: kabrannigan12 https://padlet.com/kabrannigan12/tsscuxhq1jvw/wish/322533368
  • Understanding ePPP 
  • To have a more complete picture of the implications and impact of the ePPP idea. 

    • ]]>     2019-01-20 22:24:56 UTC https://padlet.com/kabrannigan12/tsscuxhq1jvw/wish/322533368     What is ePPP? kabrannigan12 https://padlet.com/kabrannigan12/tsscuxhq1jvw/wish/322533404 Public–private partnerships ]]> 2019-01-20 22:25:23 UTC https://padlet.com/kabrannigan12/tsscuxhq1jvw/wish/322533404 Research Questions kabrannigan12 https://padlet.com/kabrannigan12/tsscuxhq1jvw/wish/322533514
  • What is ePPP?
  • How can ePPP be implemented into educational policy? 
  • What are the positives and negatives of ePPP?
  • How effective can ePPP be for low income communities?

    • ]]>     2019-01-20 22:26:39 UTC https://padlet.com/kabrannigan12/tsscuxhq1jvw/wish/322533514     Author’s Epistemology kabrannigan12 https://padlet.com/kabrannigan12/tsscuxhq1jvw/wish/322533567
  • Research and the statistics that are provided produces a way to make a decision using “incomplete data” or data that has not fully been researched. 
  • Interaction with subjects is minimal 
  • The validity comes mostly from peer research on education policy and not necessarily from specific subjects being studied. 

    • ]]>     2019-01-20 22:27:15 UTC https://padlet.com/kabrannigan12/tsscuxhq1jvw/wish/322533567     Author’s Ontology kabrannigan12 https://padlet.com/kabrannigan12/tsscuxhq1jvw/wish/322533771 Postpositivism “recognizes that ePPP can never fully be understood. There is a reality of what is happening, but it may not be fully understood because of all of the hidden variables in educational policy.” ]]> 2019-01-20 22:29:15 UTC https://padlet.com/kabrannigan12/tsscuxhq1jvw/wish/322533771 Author’s Methodology kabrannigan12 https://padlet.com/kabrannigan12/tsscuxhq1jvw/wish/322533854
  • explores the emergence of ePPP as a ‘programmatic idea’ and, in particular, the semiotic strategies by means of which this idea has been located in the global education agenda and promoted internationally among practice communities by a network of policy entrepreneurs
  • Verger uses statistics that are important to visually interpret his findings
  • In particular he focuses on semiotic factors, which refer to the production of intersubjective meaning about policies, to the properties of the ideas behind the policies in question, but also to the strategic action of the political actors proposing and mobilizing these ideas.

    • ]]>     2019-01-20 22:29:57 UTC https://padlet.com/kabrannigan12/tsscuxhq1jvw/wish/322533854     Author’s Methods kabrannigan12 https://padlet.com/kabrannigan12/tsscuxhq1jvw/wish/322533984
  • extensive fieldwork and by a new approach to the analysis of the framing and mobilization of new policy ideas, which incorporates literature on agenda setting, policy entrepreneurs, and policy frame analysis
  • apply this semiotic approach to a study on the promotion of the ePPPs programmatic idea
  • The case study is based on the triangulation of three main methods.
  • a ‘document analysis’ of the main reports on ePPP is carried out to understand the way this idea has been constructed, both in terms of definition of problems and prescribed solutions, by their main theorizers.
  • Secondly, interviews were conducted with 10 proponents of the ePPP idea, who are located in the WB, the International Finance Corporation (IFC),1 the World Economic Forum, UNESCO, The Centre for British Teachers (CfBT),2 and the ADB.
  • Lastly, observation was carried out in international events where the ePPP proposal was presented to practice communities. In this case, the interaction and discussion between the ePPP entrepreneurs and the practitioner community was the focus of the observation

    • ]]>     2019-01-20 22:31:21 UTC https://padlet.com/kabrannigan12/tsscuxhq1jvw/wish/322533984     References kabrannigan12 https://padlet.com/kabrannigan12/tsscuxhq1jvw/wish/322534153
  • Lincoln, Y. Lynham, S.  and Guba, E. (2011). "Paradigmatic Controversies, Contradictions, and Emerging Confluences, Revisited," in Denzin and Lincoln, Eds. The Sage Handbook of Qualitative Research. London: Sage
  • Verger, A. (2012).Framing and selling global education policy - the promotion of public–private partnerships for education in low income contexts.pdf.  Journal of Education Policy. 

    • ]]>     2019-01-20 22:32:36 UTC https://padlet.com/kabrannigan12/tsscuxhq1jvw/wish/322534153