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Journal articles on the topic 'And school reform'

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Published: 4 June 2021

Last updated: 17 February 2022

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1

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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6

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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9

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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SCHULZ, WILLIAM G. "REFORM SCHOOL." Chemical & Engineering News 78, no. 23 (June 5, 2000): 56–58. http://dx.doi.org/10.1021/cen-v078n023.p056.

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Bestuzhev-Lada, I. "School Reform." Russian Education & Society 41, no. 1 (January 1999): 14–25. http://dx.doi.org/10.2753/res1060-9393410114.

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McLeskey, James, and Nancy L. Waldron. "Comprehensive School Reform and Inclusive Schools." Theory Into Practice 45, no. 3 (July 2006): 269–78. http://dx.doi.org/10.1207/s15430421tip4503_9.

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14

Willower, Donald J. "School Reform and Schools as Organizations." Journal of School Leadership 1, no. 4 (July 1991): 305–15. http://dx.doi.org/10.1177/105268469100100403.

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15

Weiss, Carol H., and Joseph Cambone. "Principals, Shared Decision Making, and School Reform." Educational Evaluation and Policy Analysis 16, no. 3 (September 1994): 287–301. http://dx.doi.org/10.3102/01623737016003287.

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When schools adopt shared decision making (SDM), principals' authority is limited. Nevertheless, all six principals in the SDM high schools we studied supported SDM, at least in part because they had chosen to serve in an SDM school. The three principals who were most supportive of SDM also had ambitious visions of instructional reform. After 1.5 to 2 years, the high schools in which these principals served experienced a heightened level of conflict among the faculty. In large part, the conflict was due to these principals' efforts to use SDM as a vehicle to foster large changes. Teachers resisted major change, and principals became impatient with the participatory process and tried to promote their own versions of reform. Only a modest degree of reform was achieved, but it was more than was achieved by SDM principals without a reform agenda. Reformist principals in non-SDM high schools implemented modest reforms as well, although at the expense of suspicion and antagonism after changes were introduced. We explore the dilemmas that reformist principals face and suggest policy implications.

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Bonilla, Sade, and Thomas S. Dee. "The Effects of School Reform under NCLB Waivers: Evidence from Focus Schools in Kentucky." Education Finance and Policy 15, no. 1 (January 2020): 75–103. http://dx.doi.org/10.1162/edfp_a_00275.

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Under waivers to the No Child Left Behind Act, the federal government required states to identify schools where targeted subgroups of students have the lowest achievement and to implement reforms in these “Focus Schools.” In this study, we examine the Focus School reforms in the state of Kentucky. The reforms in this state are uniquely interesting for several reasons. One is that the state developed unusually explicit guidance for Focus Schools centered on a comprehensive school-planning process. Second, the state identified Focus Schools using a “super subgroup” measure that combined traditionally low-performing subgroups into an umbrella group. This design feature may have catalyzed broader whole-school reforms and attenuated the incentives to target reform efforts narrowly. Using regression discontinuity designs, we find that these reforms led to substantial improvements in school performance, raising math proficiency rates by 17 percent and reading proficiency rates by 9 percent.

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Little, Mary E., and Debby Houston. "Comprehensive School Reform." Journal of Disability Policy Studies 14, no. 1 (June 2003): 54–62. http://dx.doi.org/10.1177/10442073030140010701.

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18

Smith, Marshall S., and Jennifer O'Day. "Systemic school reform." Journal of Education Policy 5, no. 5 (December 12, 1990): 233–67. http://dx.doi.org/10.1080/02680939008549074.

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Reising, Bob. "High School Reform." Clearing House: A Journal of Educational Strategies, Issues and Ideas 73, no. 4 (March 2000): 188–89. http://dx.doi.org/10.1080/00098650009600943.

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Ladwig, James. "Authentic School Reform." Discourse: Studies in the Cultural Politics of Education 19, no. 1 (April 1998): 113–19. http://dx.doi.org/10.1080/0159630980190108.

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21

Yeakey, Carol Camp, and Gladys Styles Johnston. "High School Reform." Education and Urban Society 17, no. 2 (February 1985): 157–70. http://dx.doi.org/10.1177/0013124585017002005.

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Harris, LA. "Urban School Reform." Radical Teacher 86, no. 1 (2009): 70–73. http://dx.doi.org/10.1353/rdt.0.0063.

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23

Bronson, Carroll E. "Small School Reform." SAGE Open 3, no. 2 (April 15, 2013): 215824401348678. http://dx.doi.org/10.1177/2158244013486789.

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Desimone, Laura. "How Can Comprehensive School Reform Models Be Successfully Implemented?" Review of Educational Research 72, no. 3 (September 2002): 433–79. http://dx.doi.org/10.3102/00346543072003433.

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Comprehensive school reform, or CSR, a currently a popular approach to school improvement, is intended to foster schoolwide change that affects all aspects of schooling (e.g., curriculum, instruction, organization, professional development, and parent involvement). Federal, state, and local legislation and funding have supported CSR implementation, and in 1997 Congress enacted the Comprehensive School Reform Demonstration program, which gives financial support to schools adopting such reforms. This article reviews and synthesizes the literature that documents CSR implementation, positing that the more specific, consistent, authoritative, powerful, and stable a policy is, the stronger its implementation will be. It finds that all five policy attributes contribute to implementation; in particular, specificity is related to implementation fidelity, power to immediate implementation effects, and consistency, authority, and stability to long-lasting change.

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Chin, Mark, Thomas J. Kane, Whitney Kozakowski, Beth E. Schueler, and Douglas O. Staiger. "School District Reform in Newark: Within- and Between-School Changes in Achievement Growth." ILR Review 72, no. 2 (May 14, 2018): 323–54. http://dx.doi.org/10.1177/0019793918774318.

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In the 2011–12 school year, the Newark Public School district (NPS) launched a set of educational reforms supported by a gift from Facebook CEO Mark Zuckerberg and Priscilla Chan. Using data from 2008–09 through 2015–16, the authors evaluate the change in Newark students’ achievement growth relative to similar students and schools elsewhere in New Jersey. They measure achievement growth using a “value-added” model, controlling for prior achievement, demographics, and peer characteristics. By the fifth year of reform, Newark saw statistically significant gains in English language arts (ELA) achievement growth and no significant change in math achievement growth. Perhaps because of the disruptive nature of the reforms, growth declined initially before rebounding in later years. Much of the improvement was attributed to shifting enrollment from lower- to higher-growth district and charter schools.

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Grzeslo, Jenna, Yang Bai, Bumgi Min, and Krishna Jayakar. "Is the 2014 E-Rate reform a game changer? An empirical analysis of Pennsylvania data." Digital Policy, Regulation and Governance 21, no. 2 (March 8, 2019): 179–92. http://dx.doi.org/10.1108/dprg-10-2018-0060.

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Purpose This study aims to analyze the impact of the 2014 E-Rate reforms on the pattern of distribution of funds of the program. Design/methodology/approach Using Pennsylvania data, the paper investigates whether a school district that successfully applied for funding received increased support post-reforms, and what socio-economic characteristics of school districts were associated with successful applications. Furthermore, it asks whether the reforms reduced the barriers that disadvantaged school districts face in obtaining support. Findings The finding suggests that, even after controlling for changes in the school districts’ eligibility and application skills, the amount of funding committed to the school districts was still significantly higher after the reform. Originality/value The analysis shows that, immediately after the reform, the non-urban school districts were committed more funding than urban school districts were; they also received more funds than they would have without the reforms. This indicates that the 2014 reform might have benefited disadvantaged applicants, especially rural school districts.

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Lafortune, Julien, Jesse Rothstein, and Diane Whitmore Schanzenbach. "School Finance Reform and the Distribution of Student Achievement." American Economic Journal: Applied Economics 10, no. 2 (April 1, 2018): 1–26. http://dx.doi.org/10.1257/app.20160567.

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We study the impact of post-1990 school finance reforms, during the so-called “adequacy” era, on absolute and relative spending and achievement in low-income school districts. Using an event study research design that exploits the apparent randomness of reform timing, we show that reforms lead to sharp, immediate, and sustained increases in spending in low-income school districts. Using representative samples from the National Assessment of Educational Progress, we find that reforms cause increases in the achievement of students in these districts, phasing in gradually over the years following the reform. The implied effect of school resources on educational achievement is large. (JEL H75, I21, I22, I24, I28)

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Borich, Gary D. "Changing Schools: School Reform and Teacher Productivity." Contemporary Psychology: A Journal of Reviews 36, no. 12 (December 1991): 1076. http://dx.doi.org/10.1037/031266.

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Dee, Thomas S., and Elise Dizon-Ross. "School Performance, Accountability, and Waiver Reforms: Evidence From Louisiana." Educational Evaluation and Policy Analysis 41, no. 3 (June 3, 2019): 316–49. http://dx.doi.org/10.3102/0162373719849944.

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States that receive federal waivers to the No Child Left Behind Act were required to implement reforms in designated “Focus Schools” that contribute to achievement gaps. We examine the performance effects of such “differentiated accountability” reforms in Louisiana. These Focus School reforms emphasized school-needs assessments and aligned technical assistance. These reforms may have also been uniquely high-powered because they were linked to a letter-based school-rating system. We examine the impact of these reforms in a sharp regression-discontinuity (RD) design. We find that, over each of 3 years, Louisiana’s Focus School reforms had no measurable impact on school performance. We discuss evidence that these findings reflect policy reform fatigue and poor quality of implementation at the state and local level.

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Furman, Anton. "School psychologists and school reform: challenges and opportunities." Psicologia Escolar e Educacional 3, no. 1 (1999): 21–32. http://dx.doi.org/10.1590/s1413-85571999000100003.

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School Psychology is a system of psychological services for schools and a distinctive discipline within psychological sciences. Slovak and Czech Republics educational context are used in order to understand school Psychology within a system of education. Change of the political and economic system present reflections in the status of the school ofthe preparation of school psychologists in order to solve educational needs and problems.

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Gustavussen, Mathilde Lind. "Contending with school reform." Focaal 2018, no. 82 (December 1, 2018): 94–108. http://dx.doi.org/10.3167/fcl.2018.820107.

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This article presents a study of state-imposed neoliberal education reform and resistance in post-Katrina New Orleans. In Hurricane Katrina’s aftermath, the city’s school system was dramatically reformed with most of its public schools replaced by privately administered “charter schools.” The article examines the social contradictions created by this reform and characterizes how the city’s education activists articulate their resistance to education privatization. Situating the reform within New Orleans’s post-Katrina neoliberal reconfiguration, it analyzes how simultaneous processes of education privatization and racial dispossession have made the reform lack popular legitimacy. The article concludes by considering how the neoliberal policies implemented after the storm were conditioned by race, arguing that racial politics should be considered fundamental, rather than adjacent, to the study of neoliberalization in US cities.

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Streshly, William, and Mac Bernd. "School Reform: Real Improvement Takes Time." Journal of School Leadership 2, no. 3 (May 1992): 320–29. http://dx.doi.org/10.1177/105268469200200307.

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Politicians and educational leaders are under pressure to come up with quick fixes for our nation's schools. However, significant changes in schools are complex processes which take years to accomplish. Moreover, the results of a faculty's efforts may not be fully measurable for ten years or more. A case study of a California school district, which was given ten uninterrupted years to develop and implement an outcome-based instructional model, suggests that more time be given to schools to implement program improvement strategies. The study also reinforces the research linking positive labor relations to environmental conditions for successful school districts.

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Глушко, Оксана. "СУЧАСНА СИСТЕМА ОСВІТИ РЕСПУБЛІКИ ПОЛЬЩА: АКТУАЛЬНІ ПИТАННЯ РЕФОРМУВАННЯ." Педагогічні науки: теорія, історія, інноваційні технології, no. 7(101) (September 28, 2020): 228–40. http://dx.doi.org/10.24139/2312-5993/2020.07/228-240.

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The article examines the educational reform of the Republic of Poland, which was introduced in 2016. The methodological basis of the research is the system-integrated principle of scientific and pedagogical search. The theoretical and comparative analysis was based on the analysis of Polish legislative documents in the education field. The article describes the school system in Poland, which functions after the introduced educational reform in 2016. It is determined that in the school education system in Poland there was an introduction of an 8-year elementary or basic school, instead of a 6-year school and a gymnasium (3 years); 3-year general education lyceums became 4-year lyceums (general secondary), and 4-year technical schools – 5-year technical schools, as well as two levels of vocational schools. The author raises the question of the justification for the liquidation of a gymnasium at the school education level. It was noted that it will be possible to assess the feasibility and effectiveness of the school education reform in Poland only after conducting appropriate independent monitoring. The analysis and comparison of structural changes that occurred as a result of the education reform in 1999 and 2016 are presented. It was analyzed in detail, introduced in 1999 gymnasium level of school education. In particular, it was noted that educational reforms that took place in Poland in different years, along with changes in the education structure, were aimed at improving quality and promoting equal access to education. These educational changes can be defined as planned and systemic. The author concludes that modern education reform is aimed at improving the quality and accessibility of education, digital competencies of both students and teachers, at improving inclusive education, digitalization of school education. Structural, organizational and curriculum changes that have taken place in the education system of Poland are in line with global trends and serve to further improve the quality of educational services. Further research requires the issue of the effectiveness of reforms, taking into account the requirements of the time, in particular, the relationship between education and the labor market in the aspect of the educational policy formation in the long term.

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Kloppenburg, Jack, and Neva Hassanein. "From old school to reform school?" Agriculture and Human Values 23, no. 4 (November 25, 2006): 417–21. http://dx.doi.org/10.1007/s10460-006-9024-2.

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Roemer, Marjorie Godlin. "What We Talk about When We Talk about School Reform." Harvard Educational Review 61, no. 4 (December 1, 1991): 434–49. http://dx.doi.org/10.17763/haer.61.4.1967601744306738.

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In this article, Marjorie Roemer tells the story of a collaborative effort between secondary school and university faculty members to implement the use of writing portfolios as a means of assessment in high school English classes. Her story illustrates how this work, which involved the English faculties of ten high schools in a large urban school district, reflects some of the complexities of school reform. The author argues that the process of implementation is as crucial as the proposed reforms themselves. Thus, she looks at the development of this school-reform initiative not merely in terms of its final accomplishments, but also as it unfolded in the diverse environments of the participants and with the particular points of view their varied experience dictated. Through the testimony of teachers, school administrators,and university consultants, Roemer demonstrates how the participants understood change and its process in strikingly different ways. Despite their shared purposes, the results of this initiative were considered a success by some, a failure by others.

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Wiley, Kathryn E., Yolanda Anyon, Jessica L. Yang, Malina E. Pauline, Alyssa Rosch, Giovana Valladares, Barbara J. Downing, and Lisa Pisciotta. "Looking Back, Moving Forward: Technical, Normative, and Political Dimensions of School Discipline." Educational Administration Quarterly 54, no. 2 (January 23, 2018): 275–302. http://dx.doi.org/10.1177/0013161x17751179.

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Purpose: School discipline reformers have presumed that such work is largely a technical task, emphasizing discrete changes to discipline policies and protocols. Yet prior theory and research suggest that emphasizing technical changes may overlook additional and important aspects of reform, namely, the normative and political dimensions within which technical aspects are embedded. Although this earlier work appears relevant to contemporary school discipline reform, the extent to which this theory extends to school discipline remains unestablished. The purpose of this article is to show how this earlier line of theory extends to the topic of school discipline. Method: We draw on data collected as part of a qualitative study in which we conducted semistructured interviews and focus groups with 198 educators from 33 public schools on the topic of school discipline. We applied an equity-minded reform theory to examine technical, normative, and political dimensions of school discipline. Findings and Implications: We found the technical dimension of school discipline was characterized by educators’ strategic use of school resources and capacity building; normative conditions that supported conflict prevention and increased responsibility; and political dynamics in which administrators shifted power to encourage more inclusive discipline strategies. Furthermore, using this model illuminated interrelationships between dimensions, suggesting that unidimensional models—and their related reforms—may overlook nuances of this important reform issue. This theoretical extension provides a more holistic conceptualization than currently used in reform efforts, contributes to earlier lines of scholarship, and opens up new avenues of future inquiry.

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Reyes Jr., Vicente Chua, and Catherine Chua Siew Kheng. "School Stakeholders' Experience with Navigating ICT Policy Reforms in Singapore." International Journal of Information and Communication Technology Education 11, no. 4 (October 2015): 83–96. http://dx.doi.org/10.4018/ijicte.2015100106.

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Using qualitative research inquiry methods, this inquiry attempts to explore how school stakeholders cope with incessant and seemingly endless transformations in schools. The central phenomenon to be studied focuses on how school stakeholders “make sense” of educational reform. In order to do this, an exploratory case study of two target schools taking part in policy reform initiatives directed at ubiquitous use of Information Communication and Technology (ICT) in a Singapore context would be the locus of this inquiry. Using Focus Group Discussions (FGDs), interviews, and observations this inquiry investigates and builds emerging explanations to sense-making experiences of stakeholders. Policy learning narratives of actors involved in the ICT-education reforms would be analysed using the lens of Actor-Network Theory (ANT). Findings from this exploratory inquiry provide insights to ongoing debates on policy learning experiences of school stakeholders in periods of uncertainty.

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Porubský, Štefan, Marian Trnka, Vladimír Poliach, and Radka Cachovanová. "Curricular reform in Slovakia regarding the attitudes of basic school teachers." Pedagogická orientace 25, no. 6 (March 10, 2016): 777–97. http://dx.doi.org/10.5817/pedor2015-6-777.

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V roce 2008 začala na Slovensku kurikulární reforma. Ta zavedla dvouúrovňový systém kurikula v rámci předškolního, základního i středního vzdělávání. Setkala se se smíšenými reakcemi, jak od učitelů, tak od vedení škol. Tento příspěvek stručně představuje tuto reformu, obsah základních kurikulárních dokumentů a některé z výsledků dotazníkového šetření zaměřeného na postoje učitelů základních škol k reformě. Jejich názory byly sledovány ve třech oblastech: spokojenost s vývojem školského systému na Slovensku v posledních šesti letech, důležitost kurikulárních změn a jejich dopad.

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Gándara, Patricia, and Judy Fish. "Year-Round Schooling as an Avenue to Major Structural Reform." Educational Evaluation and Policy Analysis 16, no. 1 (March 1994): 67–85. http://dx.doi.org/10.3102/01623737016001067.

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This article reports on a study that sought to experiment with multiple education reforms in the context of an extended school calendar year. Three schools, with very different characteristics, undertook to extend their school year to approximately 223 days (from the previous 180 days), reorganize funding to provide more days of schooling for many students, and increase the length of the work year, and consequently the salaries, of teachers. All three schools were able to demonstrate increases in academic achievement, a high level of parent and teacher satisfaction, and a cost-effective use of existing school facilities. Implications for education reform and year-round schooling are discussed.

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Watson, Susan, and Jonathan Supovitz. "Autonomy and Accountability in Standards-Based Reform." education policy analysis archives 9 (August 27, 2001): 32. http://dx.doi.org/10.14507/epaa.v9n32.2001.

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In this article we discuss the effects of one urban school district's efforts to increase the autonomy and accountability of schools and teams of teachers through a standards-based reform known as team- based schooling. Team-based schooling is designed to devolve decision-making authority down to the school level by increasing teachers' autonomy to make decisions. Increased accountability is enacted in the form of a state-level standards-based initiative. Based on our evaluation over a two-year period involving extensive fieldwork and quantitative analysis, we describe the ways that teachers, teams and school administrators responded to the implementation of team-based schooling. What are the effects of increasing school-level autonomy and accountability in the context of standards- based reform? Our analysis highlights several issues: the "lived reality" of teaming as it interacts with the existing culture within schools, the ways that teachers respond to the pressures created by increased internal and external accountability, and the effects of resource constraints on the effectiveness of implementation. We conclude by using our findings to consider more broadly the trade-off between increased autonomy and accountability on which standards-based reforms like team-based schooling are based.

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Hirsch, Christian R., Arthur F. Coxford, James T. Fey, and Harold L. Schoen. "Teaching Sensible Mathematics in Sense-Making Ways with the CPMP." Mathematics Teacher 88, no. 8 (November 1995): 694–700. http://dx.doi.org/10.5951/mt.88.8.0694.

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Current policy reports addressing mathematics education in American schools, such as Everybody Counts (NRC 1989), Curriculum and Evaluation Standards for School Mathematics (NCTM 1989), Professional Standards for Teaching Mathematics (NCTM 1991), and Assessment Standards for School Mathematics (NCTM 1995), call for sweeping reform in curricular, instructional, and assessment practices. Implementing the proposed reforms poses new opportunities and challenges for school districts, mathematics departments, and classroom teachers.

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Sukhomlin, Vladimir Aleksandrovich. "Higher school reform: the analysis of results." Moscow University Pedagogical Education Bulletin, no. 2 (June 29, 2011): 29–48. http://dx.doi.org/10.51314/2073-2635-2011-2-29-48.

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The article analyzed the results of changes in the system of Russian higher education in the process of reformover the past two decades. Discusses the goals of reform, legislation, educational standards and results of reforms. Concluded that the need for extensive discussion in society and professional sphere results of reformin higher education.

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Jordan, Will J., and Robert Cooper. "High School Reform And Black Male Students." Urban Education 38, no. 2 (March 2003): 196–216. http://dx.doi.org/10.1177/0042085902250485.

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An infusion of federal funding and philanthropic support for high schools has sparked an unprecedented number of educational reforms. Still, few initiatives confront the unique conditions facing Black male students. Despite efforts to reform ineffective schools and foster academic achievement for all students, there continues to be a lingering gap between affluent and poor as well as White and Black subgroups. This article explores the complexities of these issues. The authors examine the negative effects of intractable social barriers such as poverty and ineffective schooling. They suggest that currents trends reflect responsible approaches to reform but that the potential role of Black teachers has not been fully explored.

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Wong, Kenneth K. "Redesigning Urban Districts in the USA: Mayoral Accountability and the Diverse Provider Model." Educational Management Administration & Leadership 39, no. 4 (June 28, 2011): 486–500. http://dx.doi.org/10.1177/1741143211404952.

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In response to public pressure, urban districts in the USA have initiated reforms that aim at redrawing the boundaries between the school system and other major local institutions. More specifically, this article focuses on two emerging reform strategies. We will examine an emerging model of governance that enables big-city mayors to establish authority over the school system, a significant departure from the dominant practice of district governance under an independently elected school board. Mayors in New York, Chicago, Boston and Washington DC, among others, have taken control over the school system with the authority to appoint the school board and/or the superintendent. Further, this article examines a reform strategy that allows for a closer working partnership between public schools and outside providers. This ‘diverse provider’ strategy significantly shifts power from traditionally powerful stakeholders (such as organized teachers’ union) by enabling non-profit and for-profit organizations to manage schools and other services. To illustrate the design and implementation of this type of reform, we will discuss the experience in Chicago (a mayor-led district) and Philadelphia (a district jointly governed by the governor and the mayor). In short, mayoral accountability and the diverse provider model constitute the latest reconfigurations in urban school governance in the USA.

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Cheung, Alan CK, and Timothy WW Yuen. "Examining the perceptions of curriculum leaders on primary school reform." Educational Management Administration & Leadership 45, no. 6 (July 18, 2016): 1020–39. http://dx.doi.org/10.1177/1741143215587303.

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In an effort to enhance the quality of teachers and teaching, and to lead internal curriculum development in primary schools, the Hong Kong Education Bureau created a new curriculum leader post entitled primary school master/mistress (curriculum development) or PSMCD for short. The main purpose of the study was to examine the perceptions of these curriculum leaders on their competence in leading the primary school reform. Using a stratified random sampling technique, 125 curriculum leaders were chosen to participate in the current study. Survey questionnaire and semi-structured interviews were conducted. The findings of the study suggest that PSMCDs in general supported the goals and the rationale of the reform. In addition, they also agreed that moderate progress had been made in implementing the curriculum reform in their school. Though progress had been made in many areas, our findings have highlighted several key challenges that these PSMCDs faced in performing their roles. These challenges include heavy workload, learner diversity in the classrooms, the use of diversified modes for assessment, and having too many reforms at the same time. Implications and recommendations are discussed.

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Röbken, Heinke, Marcel Schütz, and Pia Lehmkuhl. "From reform to reform: how school reforms are motivated and interrupted – the case of ‘school inspections’ in Germany." Journal of Educational Administration and History 51, no. 4 (March 8, 2019): 316–29. http://dx.doi.org/10.1080/00220620.2019.1585336.

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Avidov-Ungar, Orit, and Rinat Arviv-Elyashiv. "Teachers’ perceptions of educational reform: the schools’ readiness, supporting mechanisms and contributions of the reform." International Journal of Educational Management 35, no. 1 (October 1, 2020): 173–87. http://dx.doi.org/10.1108/ijem-12-2018-0386.

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PurposeThe purpose of this paper is to examine the perceptions of teachers toward national reform in education according to the reform stage (Initiation, Implementation or Institutionalization) attained in their school. The study aim to examined: How do teachers perceive the current reform?; Is there a correlation between teachers' perceptions and reform stage?; To what extent are teachers' perceptions affected by school's mechanisms and school's readiness?Design/methodology/approachThe research methodology is quantitative. Teachers (N = 288) completed a written questionnaire. One-way ANOVA was used to investigate teachers' perceptions of the reform and its contributions to school effectiveness and to teachers' working conditions according to reform stage, while controlling for managerial position, teaching experience and school level. Multivariate modeling was used to examine the relationships between the variables.FindingsTeachers' overall attitudes toward the changes associated with the education reform lay between moderately negative and neutral. Reform was perceived to have made a greater contribution to school effectiveness than to teacher working conditions. School readiness for reform and the presence of school mechanisms supporting reform explained much (41%) of the variance in teachers' attitudes. Teachers holding leadership roles and those whose schools were in the Institutionalization stage exhibited more positive attitudes toward the reform and perceived it as having improved their working conditions to a greater extent than those without leadership roles or whose schools were in the Initiation or Implementation stages, respectively.Originality/valueTeachers' attitudes toward reform have not previously been examined in the context of reform stage.

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Stefkovich, Jacqueline A., and Gloria J. Guba. "School Violence, School Reform, and the Fourth Amendment in Public Schools." International Journal of Educational Reform 7, no. 3 (July 1998): 217–25. http://dx.doi.org/10.1177/105678799800700302.

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KITZMILLER, ERIKA M. "“We Are the Forgotten of the Forgottens”: The Effects of Charter School Reform on Public School Teachers." Harvard Educational Review 90, no. 3 (September 1, 2020): 371–96. http://dx.doi.org/10.17763/1943-5045-90.3.371.

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In this article, Erika Kitzmiller analyzes the reactions of teachers to district officials’ decision to close their traditionally managed public school and reopen it as a privately managed charter school. While many scholars have examined the impact of this reform on communities, families, and youth, little attention has been paid to the effects of charter school reform on the public school teachers who worked in these schools. Here Kitzmiller considers one of the key but largely overlooked stakeholders in charter school reform: public school teachers.

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Kytle, AngéL Wonycott, and Ira E. Bogotch. "Measuring Reculturing in National Reform Models." Journal of School Leadership 10, no. 2 (March 2000): 131–57. http://dx.doi.org/10.1177/105268460001000202.

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This study examines school reform efforts through the lens of “reculturing” as opposed to “restructuring.” Schools must engage in reculturing processes for change to be lasting. Using this lens, an instrument was developed to measure the process of reculturing in schools engaged in national reform efforts. The use of the instrument resulted in a framework for understanding school reform as a reculturing process.

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