International in scope and analytical in orientation, Educational Policy provides an interdisciplinary forum for improving education in primary and secondary schools, as well as in higher education and non-school settings.
It presents comprehensive coverage of key policy development and implementation issues. Educational Policy is concerned with the practical consequences of policy decisions and alternatives, examining the relationship between educational policy and educational practice and shedding new light on important debates and controversies within the field.
Educational Policy presents the most up-to-date thinking of leading educators on all issues related to policy development and implementation. It addressed key questions of schools and schooling at local, national, and international levels. Blending the best of educational research with the world of practice, it is a resource for educators, policymakers, administrators, researchers, teachers, and graduate students. Educational Policy examines policy implications for individual teachers, students, and classrooms, as well as for school districts, states, and nations. It illuminates these policy issues through empirical and data-based analyses, as well as through a variety of humanistic and ethnographic scholarship. The journal covers the current educational debates in forms relevant to both policy makers and practitioners, including: articles, book reviews, review essays, special issues, and an annual index.