Relevant bibliographies by topics / And school reform

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'And school reform'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "And school reform"

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Bedi, Innocent Kwame, and Hasso Kukemelk. "Influence of Age and School Type on Reform Practices Performed by School Heads." Mediterranean Journal of Social Sciences 12, no. 5 (September 5, 2021): 82. http://dx.doi.org/10.36941/mjss-2021-0046.

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The purpose of this study is to examine the level of implementing reform practices and their resulting stress and to explore the influence of age, gender, school type and tracking type on performing reform practices and the perceived stress in implementing reforms among school leaders. A quantitative research design was used with respondents sampled from among senior high school heads. The data were analysed using multinomial logistic regression to examine the influence of demographic (age and gender) and school variables (school type and tracking type) on implementing reform and its perceived stressfulness. The findings showed that on implementing reforms and its inherent stressfulness, a majority of school heads ‘always’ perform reform duties and a greater proportion reported high-stress levels in implementing reforms from 'somewhat causes’ stress to ‘causes great’ stress. Regarding demographic and school variables, age was a significant negative predictor of implementing reforms, indicating that younger heads were more likely to perform reform functions than older heads while school type significantly influences stress level in implementing reforms, implying that heads in boarding schools were more likely to experience higher stress levels in implementing reforms than heads in day schools. The authors recommended continuous in-service training for school heads, the practice of distributive leadership style and provision of infrastructure to phase out the double-track (shift system) in some schools. Received: 4 June 2020 / Accepted: 20 August 2021 / Published: 5 September 2021
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Green, Terrance L. "School as Community, Community as School: Examining Principal Leadership for Urban School Reform and Community Development." Education and Urban Society 50, no. 2 (December 21, 2016): 111–35. http://dx.doi.org/10.1177/0013124516683997.

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For decades, reform has been a persistent issue in urban schools. Research suggests that urban school reforms that are connected to equitable community development efforts are more sustainable, and that principals play a pivot role in leading such efforts. Yet, limited research has explored how urban school principals connect school reform with community improvement. This study examines principal leadership at a high school in the Southeastern United States where school reform was linked to improving community conditions. Using the case study method, this study draws on interviews and document data. Concepts from social capital theory are used to guide the analysis. Findings indicate that the principal’s actions to support urban school reform and community improvement included the following: positioned the school as a social broker in the community, linked school culture to community revitalization projects, and connected instruction to community realities. The study concludes with implications for practice and future research.
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Bryant, Darren A., and Chunping Rao. "Teachers as reform leaders in Chinese schools." International Journal of Educational Management 33, no. 4 (May 7, 2019): 663–77. http://dx.doi.org/10.1108/ijem-12-2017-0371.

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Purpose The purpose of this paper is to analyze the influence of teacher leadership on the enactment of educational reforms in southeastern China. It considers how the work of middle and teacher leaders in schools is structured to support reform enactment at the school level. Design/methodology/approach The research was conducted in three case study sites in one school district in Shenzhen, China. Low, moderate and high academic achieving schools which had engaged teacher leaders in instructional reforms were selected. A combined total of 34 senior, middle and teacher leaders participated in semi-structured interviews, which were analyzed through a comparative coding process. Findings Across the three schools, teacher leaders without positional authority strongly influenced the instructional reforms. Their influence was strongest when bolstered by a combination of formal recognition systems, opportunities to lead projects that were directly related to the reform efforts, and mentorship systems that skilled novice teachers in reform-related skills and experienced teachers in leading reform enactment. Mechanisms and structures embedded in schools, when coherently focused on selected reforms, supported the efficacy of teachers without formal authority. And, middle leaders’ impact was enhanced when working collaboratively with formal and teacher leaders. Originality/value This research yields insight on teacher leaders’ influence of reform. It considers how the work of middle and teacher leaders can be structured as a collective that impacts on reform enactment at the school level. And, it illuminates teacher leadership in a Chinese context other than the scrutinized Shanghai school system.
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Datnow, Amanda, Geoffrey D. Borman, Sam Stringfield, Laura T. Overman, and Marisa Castellano. "Comprehensive School Reform in Culturally and Linguistically Diverse Contexts: Implementation and Outcomes from a Four-Year Study." Educational Evaluation and Policy Analysis 25, no. 2 (June 2003): 143–70. http://dx.doi.org/10.3102/01623737025002143.

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This article presents findings from a 4-year study of 13 culturally and linguistically diverse elementary schools implementing comprehensive school reform (CSR) models. The study focused on: (a) the actions at the state and district levels that facilitated or inhibited reform implementation; (b) the adaptability of the various reforms in multicultural, multilingual contexts; and (c) the student achievement outcomes associated with reform, for schools as a whole and for language minority students in particular. Some schools implemented reforms and bilingual education programs in mutually supportive ways; others had difficulty adapting reforms to suit the needs of Limited English Proficient (LEP) students. Reforms generally helped educators meet goals for multicultural education, but in some cases, educators’ beliefs about student ability, race, and language served as constraints to reform. Students from CSR schools had achievement outcomes that were generally equivalent to those for students from matched comparison schools. Under some circumstances, though, LEP students and their English-speaking peers from CSR schools outperformed their comparison school counterparts.
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Ward, Betty J. "School Reform." Journal of Learning Disabilities 25, no. 5 (May 1992): 276–80. http://dx.doi.org/10.1177/002221949202500502.

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The newly articulated goals for education in the United States, many of which are set forth in America 2000: An Education Strategy, cannot be achieved without important school reform. The National Joint Committee on Learning Disabilities (NJCLD) joins with others in calling for school reform and for the development of strategies to improve education. The NJCLD urges that the needs of students at risk for school failure, including those with learning disabilities, be addressed when setting new goals, policies, and practices. This is essential if schools are to meet the diverse learning needs of these students, optimize their achievement, and ensure effective educational outcomes. To ignore the abilities and potentially rich contributions of students with learning disabilities will create imbalance and inequity within the educational system, restrict the quality of life for individuals, and diminish the nation's competitive status within a global economy.
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Warschauer, Mark. "Technology & School Reform: A View from Both Sides of the Tracks." education policy analysis archives 8 (January 7, 2000): 4. http://dx.doi.org/10.14507/epaa.v8n4.2000.

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A discourse of reform claims that schools must be transformed to take full advantage of computers, while a competing discourse of inequality warns that technology-enhanced reform is taking place only in wealthy schools, dooming poor and minority students to the wrong side of a digital divide. A qualitative study at an elite private school and an impoverished public school explored the relationship between technology, reform, and equality. The reforms introduced at the two schools appeared similar, but underlying differences in resources and expectations served to reinforce patterns by which the two schools channel students into different social futures.
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Schuttloffel, Merylann J. "The Social Construction of School Failure." education policy analysis archives 8 (August 30, 2000): 45. http://dx.doi.org/10.14507/epaa.v8n45.2000.

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A case study highlights barriers encountered by an urban school principal in implementing reforms within the context of the Kentucky Educational Reform Act. By comparing the competing expectations of Miller's (1995) five capitals and Ianneconne and Lutz's (1970) dissatisfaction theory, the case study dramatizes that Site-Based Decision-Making councils exemplify a policy decision that ignores the practical realities of distressed schools. The lack of congruence between policies and the school reality makes implementation of school reform predictably unsuccessful.
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Bain, Alan, and Julie Lancaster. "Inclusion and Comprehensive School Reform: Lessons from the Field." Australasian Journal of Special Education 30, no. 1 (2006): 39–50. http://dx.doi.org/10.1017/s1030011200025434.

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AbstractSustaining comprehensive secondary school reform (CSR) represents an immensely difficult and unresolved challenge for the field. The problems associated with CSR are of significant concern to proponents of inclusion given that more responsive schools and classrooms are connected to, if not dependent upon, the success of broader school reform efforts. In this paper, we will employ the experience derived from a decade of practice in secondary school reform to interpret the findings from the CSR literature. We will extract lessons learned about the reform process to identify five key implications that seem to be preconditions for the success of comprehensive site-based reforms and lead to inclusive practice.
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Schechter, Chen, and Sherry Ganon-Shilon. "Reforming schools: the collective doubting perspective." International Journal of Educational Management 29, no. 1 (January 12, 2015): 62–72. http://dx.doi.org/10.1108/ijem-07-2013-0117.

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Purpose – The ongoing challenge to sustain educational reforms requires a learning process through which doubt is induced as a means of fostering productive school change. The purpose of this paper is to explore the concept of doubt as well as the doubting process and its importance to the school community, particularly with regard to educational reforms. Design/methodology/approach – After discussing the notions of doubt and the doubting process in the context of school reform, collective doubting in school administration is presented, accompanied by empirical illustrations. Findings – Whereas existing change management literature acknowledges resistance to change as a negative phenomenon, doubt and doubting – questioning the taken-for-granted need for reform and the way the reform should be carried out – is conceptualized as a positive and constructive phenomenon, a source for collective learning. The paper presents limitations, implications, and avenues for future research regarding the doubting process in the context of school reform. Originality/value – The collective doubting perspective has been sorely under investigated in the educational context. The constructive reform framework of collective doubting may help schools and policy makers develop and sustain educational reforms to foster continuous growth within students and practitioners alike.
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Blough, Doris B., Ingrid Rees, and Ted Hipple. "School Reform." English Journal 86, no. 7 (November 1997): 9. http://dx.doi.org/10.2307/819853.

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Dissertations / Theses on the topic "And school reform"

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Skelton, Jane. "Micropolitical Negotiations within School Reform." Thesis, Boston College, 2010. http://hdl.handle.net/2345/1534.

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Thesis advisor: Patrick McQuillan
This case study examines the micropolitical strategies that a coach and seven teachers utilized to negotiate ideological and epistemological beliefs during required common planning time meetings for the period of one semester in an urban middle school. Theories of micropolitics and critical discourse analysis guided the development of the research questions that emphasized the political nature of the transactions and interactions between individuals within a school and how these negotiations were affected by the cultural and political climate of the district and the ideologies of individuals within that school about how students learn. The findings revealed how coaching as a reform strategy is highly influenced by the context of the school. The observations of mandated common planning time meetings, interviews with the coach and teachers, and other artifacts suggest that the power relationships between the members of the school community and political tensions of time, autonomy, ideological conflict, and trust influenced the discourse and interaction of the coach and teachers and influenced the implementation of the school's reform initiative
Thesis (PhD) — Boston College, 2010
Submitted to: Boston College. Lynch School of Education
Discipline: Curriculum and Instruction
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Lovitt, Dan Owen. "Teacher identity and small school reform /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7797.

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Ng, Kam-cheung Ken. "Public sector reform : initiatives and goals : the case of education reform in Hong Kong /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22054315.

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Masoodi, Jennifer J. "School reform in residential schools for the blind : a historical investigation /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7661.

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Sainz, de Baranda Pedro 1963. "Social Security reform in Spain." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/34344.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2001.
Includes bibliographical references (p. 91-92).
The Spanish public pension system is currently based on the pay as you go (PA YOO) principle. This thesis examines the current structure of this public system and its financial viability in the face of expected demographic changes. First, demographic and macroeconomic models were created extending out to 2050 and, based on them, the finances of the system were estimated assuming that the current regulations would remain largely unchanged. The simulations indicate that the system will show small surpluses for the next years followed by an alarming deterioration beyond 2020, mainly driven by demographic factors such as increasing life expectancy and the reduction in fertility rate observed in the last two decades. The baseline demographic and macroeconomic scenario results in a projected deficit of about 7% of GDP by 2045. This outlook includes a reduction of unemployment and an increase in labor force participation within reasonable limits. It is also shown that high immigration, fertility and productivity growth, again, within reasonable limits, while improving the financial outlook, do not resolve the issue. Without significant reforms, the system will be faced with a reduction in benefits and/or an increase in the payroll-tax by the second quarter of this century. The model is further used to test the effectiveness of potential reforms. We conclude that a permanent solution could be supported on three pillars: 1. The creation of a Pension Fund with the surpluses of the PAYOO system and a creative investment policy such as that recommended by Modigliani et al. 2. The contribution of the prospective surpluses from the unemployment system (INEM) to the fund during a transitory period. 3. Reforms in the pension calculating procedures that will foster participation in the labor force and eliminate some of the distortions introduced by the current system. These reforms would maintain financial viability without having to raise the payroll-tax. Furthermore, the tax could be reduced gradually beyond 2045. Additionally, this reform would combine advantages from funded pension systems, such as deepening of the capital stock and consolidation of the financial markets, with those of PAYOO schemes, such as their redistributive aspects and "defined benefit" character.
by Pedro Sainz de Baranda.
M.B.A.
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LeFave, Maria Nobile. "Sustainability of a school wide literacy reform." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0010057.

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Schmidt, Carole Lynn. "Teacher leadership: A process for school reform." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/187461.

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The purpose of this study was to identify what background in leadership roles teachers bring to the transition from practitioner to leader, and to describe their responses to that transition. The participants included four teachers who had responsibilities other than teaching classes during the regular work day. Each of the four participants taught two or three classes and then served in a leadership role for the remainder of the day. The study is qualitative and questionnaires, interviews, and observations were used to collect data. The study found that teachers have little preparation and experience for assuming leadership positions. The findings also indicate that teachers experience frustration and conflict as a result of interacting with their colleagues. The study's final chapter presents a set of issues which are critical to consider as preservice teachers are prepared to teach and are inducted into district teaching positions.
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Belha, Lori D. Baker Paul J. Lugg Elizabeth T. "Compulsory education and educational reform in Iowa." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819890.

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Thesis (Ed. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 13, 2006. Dissertation Committee: Paul Baker, Elizabeth Lugg (co-chairs), Ramesh Chaudhari, Robert Hall. Includes bibliographical references (leaves 71-73) and abstract. Also available in print.
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O'Connor, Colleen. "Building school culture through reform in a successful urban public school." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10241312.

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The following research highlights the impact of building a strong school culture in one successful urban Turnaround school. From changes to the environment to increased professional development, from the impact on student and parent engagement to the changes in professional expectations for staff, it seems there was no area of the school that wasn’t positively impacted by focusing on improving the school’s culture. It highlights a school that moved from being arguably the lowest performing elementary school in the state to a school that had measurable and steady improvements in student achievement over a four year span. This research presents a success story told through the lens of the culture-building that the seasoned leader prioritized and insisted was most critical to their Turnaround efforts. Despite massive reform and the pressures of accountability, the leader’s insistence on shaping the culture in every aspect of the school paid off. The staff too experienced this improved culture as critical to their Turnaround and sustained success. Given the fact that this school generated steady success in one of the poorest neighborhoods in the state, this local story has much to teach like and unlike settings. Additionally, this Principal’s ability to strengthen her school culture through the implementation of massive reform provides district and school-based leaders ways to couple culture-building and reform in effective ways. This research identifies and extrapolates the key findings that are replicable and urgently relevant to public schools everywhere that are struggling to find a balance between answering the call of heavy reform while creating school cultures that meet the needs of students and staff, and create lasting and sustainable school-wide improvement. Finally, this research provides an example of a successful leader who invested in the culture, despite pressures to focus on other urgent matters perceived to be more directly related to student achievement. This research provides an invitation to leaders who wish to build school cultures that will prove foundational to substantial and lasting success.

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Stokes, Erin Willie. "The Development of the School Reform Model| The Impact of Critical Constructs of School Culture, School Climate, Teacher Efficacy, and Collective Efficacy on Reform." Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163303.

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Reform is a common tool used by policymakers to increase student achievement. Unfortunately, reform efforts are not always successful. However, researchers have demonstrated that school culture and climate both impact student achievement (Cavanaugh & Dellar, 1997; Cohen, Fege, & Pickeral, 2009; D’ Alessandro & Sadh, 1998; MacNeil, Prater, & Busch, 2009; National School Climate Council, 2007; Peterson & Deal, 2009; Stolp, 1994; University-Community Partnerships, Michigan State University, 2004). The overarching question explores the relationships among school culture, school climate, teacher efficacy, and collective efficacy and their impact on reform movements. Secondary questions are: what is similar and contrasting among the constructs; how are the constructs interrelated; and in what ways can these constructs impact school reform efforts? For the purposes of this study, school climate is viewed as a manifestation of school culture, with teacher and collective efficacy as part of the cycle that impacts reform efforts.

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Books on the topic "And school reform"

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Clover, Sharon I. R., 1946-, ed. Mastering school reform. Boston: Allyn and Bacon, 1991.

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Farnsworth, Kent A. Grassroots School Reform. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230114661.

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Brouillette, Liane. Charter schools: Lessons in school reform. Mahwah, N.J: L. Erlbaum Associates, 2002.

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Education, Massachusetts Dept of. School committees' leadership in school reform. Malden, MA: Massachusetts Dept. of Education, 1994.

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Mulcahy, D. G. Transforming schools: Alternative perspectives on school reform. Charlotte, NC: Information Age Publishing, Inc., 2013.

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Wasley, Patricia A. Kids and school reform. San Francisco, Calif: Jossey-Bass Publishers, 1997.

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Keltner, Brent. Funding comprehensive school reform. Santa Monica, Calif: Rand, 1998.

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Bullard, Pamela. Making school reform happen. Boston: Allyn and Bacon, 1993.

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E, Malloy Carol, and Noblit George W, eds. Bringing systemic reform to life: School district reform and Comer schools. Cresskill, NJ: Hampton Press, 2008.

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Invisible forces: School reform versus school culture. Bloomington, Ind: Phi Delta Kappa's Center on Evaluation, Development, and Research, 1989.

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Book chapters on the topic "And school reform"

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Finn, Chester E., Terry Ryan, and Michael B. Lafferty. "Urban School Reform." In Ohio’s Education Reform Challenges, 37–50. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230109728_4.

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Finn, Chester E., Terry Ryan, and Michael B. Lafferty. "Urban School Reform." In Ohio’s Education Reform Challenges, 67–77. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230109728_6.

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Dixson, Adrienne D., Camika Royal, and Kevin Lawrence Henry. "School Reform and School Choice." In Handbook of Urban Education, 120–47. 2nd ed. Second edition. | New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429331435-10.

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Ryzin, Mark J. Van. "Reform." In Encyclopedia of Cross-Cultural School Psychology, 791–93. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_348.

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Farnsworth, Kent A. "Introduction." In Grassroots School Reform, 1–2. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230114661_1.

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Farnsworth, Kent A. "“Let Me Show You The World”." In Grassroots School Reform, 93–105. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230114661_10.

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Farnsworth, Kent A. "Hiring, Developing, and Evaluating for Excellence." In Grassroots School Reform, 107–18. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230114661_11.

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Farnsworth, Kent A. "Keeping Teachers Current, Enthusiastic, and Energized." In Grassroots School Reform, 119–30. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230114661_12.

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Farnsworth, Kent A. "Reinterpreting “Least Restrictive Environment”." In Grassroots School Reform, 131–36. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230114661_13.

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Farnsworth, Kent A. "Providing Choice in the Public Arena." In Grassroots School Reform, 137–42. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230114661_14.

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Conference papers on the topic "And school reform"

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Cheng, Chun-Hung, and Mei-Ju Chen. "SCHOOL LEADERSHIP AND TEACHERS’ IMPLEMENTATION OF CURRICULUM REFORM IN TAIWAN: MEDIATING EFFECT OF TEACHERS' ORIENTATION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end144.

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In response to the global education development trend, Taiwan had officially launched the Competency-based Education Reform in 2019. Although school leadership has been linked to teachers' changes, the relationship's underlying mechanism remains unclear. Thus, we aimed to examine the mediating effect of teachers' orientation toward curriculum changes on the relationship between school leadership and teachers' implementation of reform. In October 2020, we conducted a questionnaire survey on teachers in 53 elementary and middle schools among six counties/cities in Taiwan. Among 506 valid responses, 345 teachers are women (68.2%) and 161 are men (31.8%). We adapted the Education Reform Scale developed by Ramberg in 2014. The dependent variable was “Teachers' Implementation of Curriculum Reform (3-item)”. The main predictors included “School Leadership (4-item)” and “Teachers' Orientation toward Changes (3-item)”. Each item was responded to on a 6-point scale from strongly disagree to strongly agree. We used SPSS PROCESS macro to conduct the mediation analysis. After controlling for teacher’s characteristics, the regression model showed that school leadership is positively associated with teachers' implementation of reform (β=0.450, p<0.001). After adding teachers' orientation in the model, the association of school leadership with teachers' implementation of reform attenuated but remained statistically significant (β=0.286, p<0.001). Teachers' orientation showed a significant indirect effect on the association between school leadership and teachers' implementation of reform (β=0.164; Bootstrap 95% CI=0.105 to 0.227). This study suggests that teachers' orientation toward curriculum changes partially mediates the relationship between school leadership and teachers’ implementation of the Competency-based Education reform.
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Khyzhniak, Inna, and Iryna Viktorenko. "Primary School Teachers’ Attitude to the New Ukrainian School Reform." In International Conference on Economics, Law and Education Research (ELER 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/aebmr.k.210320.051.

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Liu, Huan. "Reform of Nursing Education in Vocational School." In International Conference on Education, Management, Computer and Society. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emcs-16.2016.323.

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Jawas, Umiati. "School Reform, Culture and School Leaders in Asia - Understanding the Connection." In Annual Conference on Social Sciences and Humanities. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007422004290433.

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Ju-Cheol, Shin. "North Koreas Middle School Education." In 2014 International Conference on Education Reform and Modern Management (ERMM-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/ermm-14.2014.93.

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Krbec, Denisa. "The Reform’s Framework for Incorporating Collaborative Learning Activities." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2377.

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The majority of school reforms’ efforts are often realized without any contribution from technology in the main content of school “production" process. Technological solution is not necessarily related to the reform’s activities. Categories of educational technology implementation are designed to highlight differences in the learning activities and related (technological) applications. The “educational technology" includes different tools for learning, student/teacher collaboration possibilities, as well as a range of curriculum development, and incorporation of “collaborative" activities in the school organization. Reform-oriented ways of implementing (collaborative, engaged) learning include importance of connections to curricular goals and policy frameworks. The purpose is very clear: incorporating new directions in the mostly traditional learning process. Studies of classroom implementations of technology have demonstrated that we can use “technology effectiveness framework" to measure the extent to which individual technologies and technology-enhanced programs are effective. This paper briefs this issue with indicators for measuring the effectiveness of technologies used in education.
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Al-Fraih, Fraih, and Maged Ali. "The Paths through Which School Heads Transformational Leadership Influence Students Outcomes in Public Secondary Schools in Kuwait." In 2014 International Conference on Education Reform and Modern Management (ERMM-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/ermm-14.2014.10.

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Taufiq Harris, Taufiq. "Design of Superior School Paradigm and Model Acceptance of New Student through School Reform." In 2nd International Conference on Educational Management and Administration (CoEMA 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/coema-17.2017.29.

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Pang, Xiyu. "Research and Practice of Establishing Long Term School-Enterprise Collaboration." In 2015 International Conference on Education Reform and Modern Management. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ermm-15.2015.17.

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"Principal Leadership: Transforming School Capitals for Education Reform in China." In April 9-10, 2015 Phuket (Thailand). International Centre of Economics, Humanities and Management, 2015. http://dx.doi.org/10.15242/icehm.ed0415011.

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Reports on the topic "And school reform"

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Epple, Dennis, and Maria Marta Ferreyra. School Finance Reform: Assessing General Equilibrium Effects. Cambridge, MA: National Bureau of Economic Research, October 2007. http://dx.doi.org/10.3386/w13524.

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Rowan, Brian, Richard Correnti, Robert Miller, and Eric Camburn. School Improvement by Design: Lessons From a Study of Comprehensive School Reform Programs. Consortium for Policy Research in Education, August 2009. http://dx.doi.org/10.12698/cpre.2009.sii.

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Chin, Mark, Thomas Kane, Whitney Kozakowski, Beth Schueler, and Douglas Staiger. School District Reform in Newark: Within- and Between-School Changes in Achievement Growth. Cambridge, MA: National Bureau of Economic Research, October 2017. http://dx.doi.org/10.3386/w23922.

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Lafortune, Julien, Jesse Rothstein, and Diane Whitmore Schanzenbach. School Finance Reform and the Distribution of Student Achievement. Cambridge, MA: National Bureau of Economic Research, February 2016. http://dx.doi.org/10.3386/w22011.

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Bonilla, Sade, and Thomas Dee. The Effects of School Reform Under NCLB Waivers: Evidence from Focus Schools in Kentucky. Cambridge, MA: National Bureau of Economic Research, June 2017. http://dx.doi.org/10.3386/w23462.

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Card, David, and A. Abigail Payne. School Finance Reform, the Distribution of School Spending, and the Distribution of SAT Scores. Cambridge, MA: National Bureau of Economic Research, October 1998. http://dx.doi.org/10.3386/w6766.

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Cookler, Beth. The Impact of the Tax Revolt and School Reform on Oregon Schools during the 1990s. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1945.

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Olsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.

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Findings from a 3-year (2006-2009) evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to address three questions: 1) What is the PROMISE Model ?; 2) What changes occurred in schools as a results of implementing the PROMISE Model ?; and 3) What are the lessons learned from the PROMISE Model pilot that can contribute to an understanding of school reform for English Learners? A qualitative, ethnographic approach allowed for exploration of the research questions. The researcher identified five foundational elements to the PROMISE Model. Implementation of the PROMISE Model increased use of EL specific research-based approaches to student grouping, placement, instruction, school structures, curriculum choices, program design and practices in addition to more knowledgeable and advocacy-oriented leaders and distributive leadership. The brief presents five lessons learned that contribute to a deeper understanding of the impact of a school reform model on English Learners. Two policy recommendations include: 1) broadly disseminate research on effective EL education and provide an infrastructure of support with EL expertise; and 2) adopt the PROMISE Model or components of the model as a viable school improvement strategy.
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Karachiwalla, Naureen, Katrina Kosec, Saher Asad, Masooma Habib, Clare Leaver, and Attique ur Rehman. Coaching, not monitoring? Insights from a school accountability reform in Pakistan. Washington, DC: International Food Policy Research Institute, 2020. http://dx.doi.org/10.2499/p15738coll2.134215.

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Chowdry, Haroon, and Luke Sibieta. School funding reform: an empirical analysis of options for a national funding formula. Institute for Fiscal Studies, November 2011. http://dx.doi.org/10.1920/bn.ifs.2011.00123.

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