Relevant bibliographies by topics / Center for Education Reform

Contents

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

Academic literature on the topic 'Center for Education Reform'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Center for Education Reform.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Center for Education Reform"

1

Tian, Xian Zhi. "Character-Oriented Education to Success Information Technology Self-Study Center." Advanced Materials Research 108-111 (May 2010): 985–92. http://dx.doi.org/10.4028/www.scientific.net/amr.108-111.985.

Full text
Abstract:
In the present day, many universities have put their efforts on teaching reform. As for linguistic teaching reform, many teachers have probed into reform measures concerning character-oriented education to success and information technology. Therefore, the author has put her focus on linguistic teaching reform of independent college . Thus, zero-approach teaching mode and self-study center become her study focuses in the paper. The author tries her best to study relationships among them and tries to improve linguistic teaching reform in independent college.
APA, Harvard, Vancouver, ISO, and other styles
2

Donghua Zhou. "Informatization Reform of Higher Education and Design of Curriculum Center Platform." Journal of Convergence Information Technology 8, no. 7 (April 15, 2013): 665–73. http://dx.doi.org/10.4156/jcit.vol8.issue7.83.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Castro, Alexander de. "VI. Enlightened Absolutism and legal culture in Portugal: Rise and decline of legal Pombalism in the 18th century (1769–1789)." Zeitschrift der Savigny-Stiftung für Rechtsgeschichte: Germanistische Abteilung 133, no. 1 (October 1, 2016): 296–364. http://dx.doi.org/10.7767/zrgga-2016-0108.

Full text
Abstract:
Abstract In the mid-18th century, in the context of a growing monarchical activism during Pombal’s government, Portugal went through a period of reforms that pushed to deep changes in the national legal culture. The legal reforms encompassed three complementary phases: the reform of the legal sources system, performed by the so-called ‘Law of Good Reason’, the reform of legal education, and the reformulation of the set of fatherland laws. The purpose of these changes was to place the royal fatherland laws at the center of Portuguese legal science by promoting its application and theoretical elaboration, and marginalize Roman law. The reforms did not achieve everything they set out for, but left an indelible mark on Portuguese legal culture.
APA, Harvard, Vancouver, ISO, and other styles
4

Reynolds, Arthur J. "The power of P-3 school reform." Phi Delta Kappan 100, no. 6 (February 25, 2019): 27–33. http://dx.doi.org/10.1177/0031721719834025.

Full text
Abstract:
Arthur Reynolds describes the significance, development, and effects of preschool to 3rd grade approaches. This school reform strategy integrates services and supports transitions, thereby increasing achievement, sustaining gains, and realistically reducing achievement gaps. Evidence from the Child-Parent Center (CPC) program is reviewed to illustrate key principles, strategies, and elements. Data from the Chicago Longitudinal Study and the more recent Midwest CPC expansion show that the program is effective in enhancing the transition to school and promoting longer-term well-being.
APA, Harvard, Vancouver, ISO, and other styles
5

White-Hood, Marian, Karen H. Peters, and Judith K. March. "Collaborative Observation: Putting Classroom Instruction at the Center of School Reform." Journal of Negro Education 67, no. 3 (1998): 322. http://dx.doi.org/10.2307/2668201.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Louis, Karen Seashore, Sharon Kruse, and Mary Anne Raywid. "Putting Teachers at the Center of Reform: Learning Schools and Professional Communities." NASSP Bulletin 80, no. 580 (May 1996): 9–21. http://dx.doi.org/10.1177/019263659608058003.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Jameson, Kenneth P. "Moving ‘social reform’ to center stage: lessons from higher education in Ecuador." Higher Education Policy 12, no. 2 (June 1999): 123–40. http://dx.doi.org/10.1016/s0952-8733(99)00003-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Neumerski, Christine M., and David K. Cohen. "The Heart of the Matter: How Reforms Unsettle Organizational Identity." Educational Policy 33, no. 6 (August 20, 2019): 882–915. http://dx.doi.org/10.1177/0895904819866918.

Full text
Abstract:
The identity of public school systems changed dramatically over the past 25 years, as standards-based reform held schools accountable for more equal and academically demanding education for poorer and more diverse students. We argue that identity also changed in private and hybrid school systems. Drawing on semistructured interviews with 40 school system leaders, we examine the ways in which three different school systems – a Montessori, Center, an urban Catholic system, and the International Baccalaureate – responded to the new conditions that reforms, poverty, and migration brought to the United States. We find that leaders perceived the identity of their systems as changing, as they questioned how much the systems should adapt to the new education sector.
APA, Harvard, Vancouver, ISO, and other styles
9

Seaman, Jayson, Robert MacArthur, and Sean Harrington. "Dartmouth Outward Bound Center and the rise of experiential education, 1957–1976." History of Education Review 49, no. 1 (April 18, 2020): 9–29. http://dx.doi.org/10.1108/her-07-2019-0024.

Full text
Abstract:
PurposeThe article discusses Outward Bound's participation in the human potential movement through its incorporation of T-group practices and the reform language of experiential education in the late 1960s and early 1970s.Design/methodology/approachThe article reports on original research conducted using materials from Dartmouth College and other Outward Bound collections from 1957 to 1976. It follows a case study approach to illustrate themes pertaining to Outward Bound's creation and evolution in the United States, and the establishment of experiential education more broadly.FindingsBuilding on prior research (Freeman, 2011; Millikan, 2006), the present article elaborates on the conditions under which Outward Bound abandoned muscular Christianity in favor of humanistic psychology. Experiential education provided both a set of practices and a reform language that helped Outward Bound expand into the educational mainstream, which also helped to extend self-expressive pedagogies into formal and nonformal settings.Research limitations/implicationsThe Dartmouth Outward Bound Center's tenure coincided with and reflected broader cultural changes, from the cold war motif of spiritual warfare, frontier masculinity and national service to the rise of self-expression in education. Future scholars can situate specific curricular initiatives in the context of these paradigms, particularly in outdoor education.Originality/valueThe article draws attention to one of the forms that the human potential movement took in education – experiential education – and the reasons for its adoption. It also reinforces emerging understandings of post-WWII American outdoor education as a product of the cold war and reflective of subsequent changes in the wider culture to a narrower focus on the self.
APA, Harvard, Vancouver, ISO, and other styles
10

Wang, Fan, Yanli Wang, and Xia Hu. "Gamification Teaching Reform for Higher Vocational Education in China: A case study on Layout and Management of Distribution Center." International Journal of Emerging Technologies in Learning (iJET) 12, no. 09 (September 27, 2017): 130. http://dx.doi.org/10.3991/ijet.v12i09.7493.

Full text
Abstract:
Currently, students in higher vocational schools in China are passive in classrooms and depend too much on cellular phones. Thus, structural readjustment of the teaching organization is urgently needed. Increasing proportions of gamifying teaching and experiencing teaching is an effective way to solve this problem. However, only a few studies have discussed the gamification of teaching reform in colleges. To improve the effectiveness of teaching and increase the participation of students in classrooms, the teaching reform idea and scheme of gamifying teaching and experiencing teaching were discussed in a course entitled Layout and Management of Distribution Center. The teaching reform aims to integrate comprehensive gamifying into the teaching of an entire curriculum. Specifically, small games are designed in each class during the early period to help the students learn the corresponding knowledge in games. A game-driven model of curriculum design was proposed and applied in teaching reform practice of Shijiazhuang Posts and Telecommunications Technical College. Results demonstrated that gamification of teaching reform achieves outstanding effects. Students participate in classroom activities positively, and all evaluation indexes improve year by year. Results confirm that teachers need to pay attention to systemization, gamification, and immersion of teaching design, and ensure the attractiveness and acceptability of the teaching method.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Center for Education Reform"

1

Evans, Daniel James. "Secondary Principals at the Center of School Reform: Portraits of Leadership." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3095.

Full text
Abstract:
The number of studies related to school reform and principal leadership styles confirms both the interest in how the two might be related and the enigma that schools and principals present as research topics. The art and science of school reform is hard to figure. While many studies attempt to make sense of an overlapping and competing set of variables that are found in good schools, nearly all studies have confirmed some support for principals as a key ingredient to school improvement. This study seeks to add to the increasing amount of research related to principal leadership styles in an era of increasing levels of accountability. The focus for this study was on four high school principals who were identified as "successful" by their central office superintendents. Each of the principals was a veteran administrator in three of the six largest school districts in Florida. This study's initial focus was on site-based management and the amount and degree of control afforded the principal, teachers and parents in secondary schools. The literature review found that site-based management by itself could not be confirmed as a reliable, research-supported school reform protocol. In each case where site-based management or distributed leadership was found to be successful, the principal was the key antecedent to the school improvement. This study sought to add to the research on principal leadership styles by providing a qualitative view on the lives and efforts of the principals in these four schools. The study employed a phenomenological approach and used a technique called portraiture to paint the narratives of the four participants. The interviews and site visits provided a great deal of data and produced four key themes or tendencies found in all four principals: They tended to be I-focused, We-focused, Servant-focused, and Learning-focused. These four styles of leadership were found to be both overlapping and paradoxical. Though each of the participants had slightly different leanings, all of them shared aspects of the four tendencies. The study adds to the growing research on school reform and principal leadership styles and provides a deeper understanding of each through its use of phenomenological methods.
APA, Harvard, Vancouver, ISO, and other styles
2

Morrison, Norma J. "An Administrative Model for Professional Development Centers in the Reform of Teacher Education." Digital Commons @ East Tennessee State University, 1989. https://dc.etsu.edu/etd/2755.

Full text
Abstract:
The problem of this study was to identify a validated model of professional development centers (PDCs) for teacher education that could be applied collaboratively by administrators in higher education and the local school systems. A thorough investigation failed to reveal a model. Therefore, a professional development center model was synthesized from the literature, attributes of existing centers, and ideas of East Tennessee educators who were in positions to implement such a model. The examination of centers incorporated both quantitative and qualitative research methodology. The quantitative investigation was a combination of inductive and deductive analysis of responses to a survey form on PDCs that was developed by the investigator. Four centers were visited for the gathering of qualitative data in a naturalistic inquiry. Some quantitative data analyses were conducted by using the univariate method which included frequency counts and simple retrievals. Analyses provided descriptive statistics and percentages of characteristics of each PDC. The quantitative data analyses were synthesized with the qualitative data analyses for a comprehensive theoretical model. The model had ecological and face validity according to local educators and experts on the topic of PDCs. The findings were that PDCs had common goals and utilized a collaborative approach to problem solving and goal attainment among various levels including the school, the local education agency (LEA) level, the institution of higher education (IHE) level, and the state level. PDCs improved communication, trust, and support among teachers within and between schools, administrators, IHE faculty, and the community. PDCs promoted changes in both the IHE and LEA. The results of this study should prove useful to educational institutions in the planning, implementation, and evaluation of PDCs. Professional development centers provide structure for reform in teacher education.
APA, Harvard, Vancouver, ISO, and other styles
3

Sabric, Deborah Ann. "A comparative analysis of education reform and its impact on socio-economic reform in the twentieth century." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/276193.

Full text
Abstract:
The research project, conceptualized through a comparative historical framework, focuses on an analysis of American and English education policy from 1964 to 2000 with particular emphasis on the inter-relationships between education policy and socio-economic disadvantage. Although the focus of the project is primarily the last four decades of the twentieth century, there is an initial consideration of immediate post-war discourses on poverty and education focusing on the impact that these had upon educational structures and curricula. Critical theory, particularly as conceptualized by Jürgen Habermas, and the Culture of Poverty thesis advanced by Oscar Lewis, form the methodological frameworks that underpin the research project. The research, which was conducted in two post-industrial communities with significant rates of socio-economic deprivation and records of poor educational attainment within secondary education, considers the impact of national policy upon the communities, particularly in relationship to socio-economic deprivation, access to education, equality of opportunity and equality of outcomes. The research design utilises the case study method to scrutinise two secondary schools within these communities as a means of analysing how teachers negotiated the implementation of education policies for their respective student populations. Documentary evidence and oral histories provide the methods to delve into this interconnection between education and socio-economic deprivation while modified Skinnerian and Eastonian frameworks provide the foundations upon which to analyse the data. The dissertation is not meant to trace the history of two schools and two communities but to see the schools and communities as a microcosm of American and English secondary education. The intention, therefore, is to employ the research findings to prescribe potential and future policy directions. Essentially, tracing educational history to understand it while utilising educational history as a tool to inform new and innovative policy where education can ameliorate socio-economic deprivation in each nation.
APA, Harvard, Vancouver, ISO, and other styles
4

SEITZ, SHEILA K. "EDUCATIONAL REFORM IN A TECHNOLOGY AGE: CONSIDERING STUDENT VOICE." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1132234546.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Madhani, Taslim. "Constructions of Muslim identity : women and the education reform movement in colonial India." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98555.

Full text
Abstract:
This thesis examines educational reforms initiated by British colonial officials in late nineteenth/early twentieth century India and the responses they ensued from Indian Muslim reformers. Focusing on the "woman question," British colonizers came to the conviction that the best method to "civilize" Indian society was to educate women according to modern Western standards. Muslim reformers sought to resolve the "woman question" for themselves by combining their own ideologies of appropriate female education with Western ones. Muslim reformers were also deeply concerned with the disappearance of Islamic identity owing to colonial educational policies. Reformers placed the responsibility of maintaining Islamic culture on the shoulders of women so as to both resolve the debate over the proper place of women in society and retain a distinct Islamic identity in the changing Indian context. This resolution limited Indian Muslim women's access to education as well as their participation in Indian society at large.
APA, Harvard, Vancouver, ISO, and other styles
6

Dixon, Marva T. (Marva Thomas). "Texas Teacher Education Reform of 1992: An Analysis of Events, Processes, and Results." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278094/.

Full text
Abstract:
This was a qualitative study designed to document the historical process which brought about a performance-centered accountability (or results-based) system in educator preparation in Texas as reflected in the documents of the first 17 institutions approved under the new approval process for educator preparation. The study will also serve as a historical record which used the change process in political systems to analyze the adoption of the Accountability System for Educator Preparation (ASEP). Additionally, the study provided a thorough review of the literature on Michael Fullan's Change Process Model and David Easton's Political Systems Model.
APA, Harvard, Vancouver, ISO, and other styles
7

Cambray-Nunez, Rodrigo. "Reform process of the mathematics curriculum for basic education in Mexico during 1992-2000." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1272418.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Peterson, Rebecca C. (Rebecca Carol). "Early Educational Reform in North Germany: its Effects on Post-Reformation German Intellectuals." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278681/.

Full text
Abstract:
Martin Luther supported the development of the early German educational system on the basis of both religious and social ideals. His impact endured in the emphasis on obedience and duty to the state evident in the north German educational system throughout the early modern period and the nineteenth century. Luther taught that the state was a gift from God and that service to the state was a personal vocation. This thesis explores the extent to which a select group of nineteenth century German philosophers and historians reflect Luther's teachings. Chapters II and III provide historiography on this topic, survey Luther's view of the state and education, and demonstrate the adherence of nineteenth century German intellectuals to these goals. Chapters IV through VII examine the works respectively of Johann Gottfried Herder, Georg Wilhelm Friedrich Hegel, Leopold von Ranke, and Wilhelm Dilthey, with focus on the interest each had in the reformer's work for its religious, and social content. The common themes found in these authors' works were: the analysis of the membership of the individual in the group, the stress on the uniqueness of individual persons and cultures, the belief that familial authority, as established in the Fourth Commandment, provided the basis for state authority, the view that the state was a necessary and benevolent institution, and, finally, the rejection of revolution as a means of instigating social change. This work explains the relationship between Luther's view of the state and its interpretation by later German scholars, providing specific examples of the way in which Herder, Hegel, Ranke, and Dilthey incorporated in their writings the reformer's theory of the state. It also argues for the continued importance of Luther to later German intellectuals in the area of social and political theory.
APA, Harvard, Vancouver, ISO, and other styles
9

Chounlamany, Kongsy, and Bounchanh Khounphilaphanh. "New methods of teaching? : refroming education in Lao PDR." Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-40938.

Full text
Abstract:
This thesis is about the recent education reform in Laos as a global and a local process. When the economy was deteriorating in Lao People’s Democratic Republic (PDR), the so called New Economic Mechanism (NEM) was introduced and the country opened up for global donors and markets. This also had an effect on the education system. To get hold of financial support there were demands on Lao PDR to replace the previous strong centralised governing of education with more decentralised strategies. There were further demands to replace teacher-led lessons and rote learning with more student-centred classroom practices. The research questions asked in this thesis are: How are education reform and the new methods of teaching governed in policy and through the formal education organisations from ministry level to school level? How do teachers and students in teacher education respond to the education reform and the new methods of teaching? What attention is put to gender and ethnic minorities in these matters? The thesis is inspired by Gita Steiner-Khamsi’s global perspectives on education reform; consensus, conflict and culturalist perspectives. It is also based on a local understanding taking its starting point in a pragmatic approach and a mosaic epistemology and a qualitative inductive methodological approach. The empirical findings are based on 36 documents that govern the education reform, 119 individual interviews with teachers and students in social science and science at teacher education, some observations and a contextual analysis of education, gender and ethnicity in Laos. The findings show that there is a consensus with the international community about bringing education to all people in Lao PDR. However, the political understanding is in conflict between neoliberal and socialist traditions. Democratic centralism is the foundation which built the governing system in Laos; information flows up through the system and decisions down. Even though the system leaves 20 percent autonomy to teachers to develop local curricula in line with the new methods of teaching, there are yet no major signs that such curricula exist. Teacher educators and teacher students understand new methods of teaching mainly as group learning and individual learning with only small variations between the two subjects. According to current policy the goal is to improve access to education for females and ethnic minority students. The ethnic minority students regarded individual studies as difficult because of language problems. They preferred group learning because they could be supported in language issues. Females also felt supported in group learning. However, because of old gender traditions especially females from the dominating Lao Loum group also found individual learning supportive. In individual learning females got opportunities to show individual capacities without being constrained by societal norms. The thesis ends up in a pragmatic tradition where possibilities and constraints with the education reform in Lao PDR are commented on.
APA, Harvard, Vancouver, ISO, and other styles
10

Cookler, Beth. "The Impact of the Tax Revolt and School Reform on Oregon Schools during the 1990s." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1946.

Full text
Abstract:
When Oregon voters passed the property tax limitation initiative, Measure 5, and the state legislature enacted school reform under the Oregon Educational Act for the 21st Century during the 1990-91 school year, the trajectory of public schooling in the state changed significantly. After Oregon's tax revolt, the state legislature also enacted legislation that equalized school funding throughout the state. The combination of equalization and the Measure 5 step-down to the $5 per $1000 tax limitation led to a decrease in statewide school funding over the decade. Many wealthy urban districts experienced years of budget cuts, while rural districts received additional funding. Despite differences in school funding, teachers emphasized the importance of student teacher relationships for teaching and learning. This thesis traces the history, passage, and implementation of these pieces of legislation and evaluates the impact of school funding and school reform, two simultaneous but uncoordinated movements, on the school system in the state. Through historical research and oral history interviews with teachers from the large urban district, Portland Public School, and the small rural district, Nyssa School District, this thesis demonstrates that teachers experienced school reform similarly. When school reform implementation relied upon teachers' collaboration to align, develop, and assess curriculum, teachers embraced change. However, when school reform shifted from outcome-based to standards-based, teachers disengaged from the reform process. They rejected reform when standardized testing drove the curriculum, was deemed irrelevant to the lives of their students, utilized inauthentic assessment, did not treat teachers as professionals, and disregarded teachers' knowledge and skills. Teachers viewed their profession as a craft and disagreed with a business model of schools. Taken together, however, school funding and school reform led to a more uniform school system centralized by the state.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Center for Education Reform"

1

K, March Judith, ed. Collaborative observation: Putting classroom instruction at the center of school reform. Thousand Oaks, Calif: Corwin Press, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Larry, Cuban, ed. Tinkering toward utopia: A century of public school reform. Cambridge, Mass: Harvard University Press, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ball, Stephen. Education, inequality and school reform: Values in crisis : an inaugural lecture in the Centre for Educational Studies. [London: King's College, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

E, Seidelman William, ed. The politics of reform in medical education and health services: The Negev project. New York: Springer Pub. Co., 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Reavis, George H. An educational platform for the public schools. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

1911-, Ginzberg Eli, ed. Urban medical centers: Balancing academic and patient care functions. Boulder, CO: Westview Press, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kerr, Stephen T. Demonstration centers for educational reform. Washington, DC: Foreign Policy Institute, Johns Hopkins University, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Education reform. New York: Chelsea House, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Daggett, Willard R. A total solution approach to school reform: Eighth Annual Model Schools Conference, June 25-28, 2000, Henry B. Gonzalez Convention Center, San Antonio, Texas. Rexford, N.Y: International Center for Leadership in Education, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

US GOVERNMENT. Education sciences reform. [Washington, D.C: U.S. G.P.O., 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Center for Education Reform"

1

Islas, Paul Moch, Anne K. Calef, and Cristina Aparicio. "2013 Mexico’s Education Reform: A Multi-dimensional Analysis." In Implementing Deeper Learning and 21st Education Reforms, 79–107. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_4.

Full text
Abstract:
Abstract The 2013 education reform to Mexico’s education system had two main goals, one explicit, to improve the quality of education and one implicit, to reassert federal authority over the education sector. Beginning with institutional and political mechanisms that introduced evaluations to the teaching profession, the reform sought a shift in Mexican educational culture. This chapter will begin by analyzing Mexico in international and domestic contexts to understand the urgency of the reform. It will then use Reimers (2020b and 2020c) five perspectives on education change to analyze the reform and evaluate the sequence in which it was implemented. The chapter concludes by outlining the results of the reform to date and summarizing the relationship between the five perspectives. Ultimately, we argue that the initial deprioritization of technical aspects, including pedagogical and curricular ones, stymied the cultural shift towards an educational model grounded in twenty-first century competencies that the reform sought. When coupled with a limited political cycle and uneven implementation at a state level, the reform’s sequence left little time for full implementation of its more pedagogical aspects, such as the new education model, and ultimately faced dramatic reprisal from the new presidential administration.
APA, Harvard, Vancouver, ISO, and other styles
2

Brooks, Erinn. "Market-Centered Mania and Network Charter Schools." In Education Reform in the Twenty-First Century, 1–27. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61195-8_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Gao, Desheng, Le Zhang, and Yan Tang. "Learning-Centered Moral Education in Textbooks and Teaching Practices." In Curriculum Reform and School Innovation in China, 67–103. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1937-3_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Oleksiyenko, Anatoly. "Higher Education Reforms and Center-Periphery Dilemmas: Ukrainian Universities Between Neo-Soviet and Neo-Liberal Contestations." In Globalisation and Higher Education Reforms, 133–48. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28191-9_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Le Metais, Joanna. "Reform and Convergence in School Education: International Perspectives." In Learning and Teaching for the Twenty-First Century, 181–95. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5773-1_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Jorgensen, C. Gregg. "Education Reform, Politics, and Change Advocate: Michael Apple." In Discovering John Dewey in the Twenty-First Century, 45–64. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-58950-7_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Brooks, Erinn. "Going Undercover at Eclipse." In Education Reform in the Twenty-First Century, 29–41. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61195-8_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Brooks, Erinn. "AAG’s Frontstage." In Education Reform in the Twenty-First Century, 43–64. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61195-8_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Brooks, Erinn. "Eclipse’s Backstage." In Education Reform in the Twenty-First Century, 65–86. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61195-8_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Brooks, Erinn. "Competing on AAG’s Career Ladder." In Education Reform in the Twenty-First Century, 87–113. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61195-8_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Center for Education Reform"

1

Zhu, Xin, and Tengfei Zhang. "A Model for Location of Fresh Agricultural Products Logistics Center Based on Customer Satisfaction." In 2015 International Conference on Education Reform and Modern Management. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ermm-15.2015.105.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Su, J. H., F. Wang, and B. Guo. "Teaching Reform Discussion with the Center of Students and Based on Case Teaching Method." In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.434.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Vazquez Batisti, Anita, and Michael E. Pizzingrillo. "Beyond Degree Programs: How a Major University Immersed Itself in the Educational Landscape of New York City." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11142.

Full text
Abstract:
In 2006 the Center for Educational Partnerships was established as the “outreach arm” of Fordham University’s Graduate School of Education. In so doing, Fordham reimagined the role of higher education to go beyond degree granting programs, faculty expertise and research opportunities. In this paper, we describe how what began in 2006 as a vision to strengthen the presence of the Graduate School of Education in New York City public schools has grown into a thriving Center that touches the lives of more than 500,000 students in grades Pre‑K to 12, thousands of teachers, and hundreds of administrators and parents throughout New York City. We outline how each phase of Fordham’s involvement and work developed during New York City’s major educational reform agenda, resulting from the New York State Legislature’s granting the City’s Major control of New York City’s 1,500 public schools in 2002.
APA, Harvard, Vancouver, ISO, and other styles
4

Zhang, Lina, and Yuyan Chen. "Research on the Educational Concept of Parents with Infants at the Age of 1-3-Taking the Parents of Dalian Montessori International Early Education Center as an Example." In 2018 International Conference on Social Science and Education Reform (ICSSER 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsser-18.2018.72.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Tian, Yu. "Joint Order of Multi-item Inventory Control Model Takes the Operation Center of D Express Enterprise as an Example." In 2014 International Conference on Education Reform and Modern Management (ERMM-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/ermm-14.2014.112.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Liao, Y. Gene, Chih-Ping Yeh, Joseph Petrosky, and Donald Hutchison. "Education and Workforce Development Programs in the Center for Advanced Automotive Technology." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23881.

Full text
Abstract:
Abstract The automotive industry is currently experiencing a revolutionary technological transformation including electrification, connectivity, automated/autonomous, lightweighting, and sustainability. This paper presents the education and workforce development programs developed and delivered by Wayne State University and Macomb Community College partnership in meeting industry needs for future workforce in advanced automotive technology. Through funding from the National Science Foundation, a Center for Advanced Automotive Technology (CAAT) was established as an Advanced Technological Education center to support the partnering work, developing and leading systemic curricula reforms. The center worked with industry partners identifying curriculum gaps and provided professional development for teachers to fill those gaps. CAAT also supported new automotive technology university/college programs through its seed funding program which funded others to create, implement, and share new curricula. The center is a preeminent resource for educating engineers and technicians in advanced automotive technology as all materials that were developed in partnership with CAAT were reviewed by industry experts and offered as a free resource through website. CAAT continues its tasks supporting the United States in its efforts to build and maintain a competent workforce ready to use the skills of the 21st century to move industries ahead.
APA, Harvard, Vancouver, ISO, and other styles
7

Sun, Mingxiao, Tiantian Luan, Jun Xu, Bo You, and Dongjie Li. "Research on the Construction of Innovation Practice Center for Robot Engineering Oriented to New Engineering Discipline." In Proceedings of the 2019 5th International Conference on Education Reform and Modern Management (ERMM 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ermm-19.2019.11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Geng, Dongni, and Jichang Zhao. "Analysis and Optimization of Warpage Deformation in 3D Printing Training Teaching -- Taking Jilin University Engineering Training Center as an example." In Proceedings of the 2018 International Workshop on Education Reform and Social Sciences (ERSS 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/erss-18.2019.165.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

"Deepen Teaching Reform and Cultivate Cross-century Financial Management Talents." In 2018 4th International Conference on Education, Management and Information Technology. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icemit.2018.323.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Shi, Hongbo, and Charles Vest. "Higher Engineering Education for the 21st Century: American Perspective and Its Implications for China." In 2014 International Conference on Education Reform and Modern Management (ERMM-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/ermm-14.2014.39.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Center for Education Reform"

1

Owens, Phillip B. Logistic Transformation and Education Reform. Fort Belvoir, VA: Defense Technical Information Center, April 2002. http://dx.doi.org/10.21236/ada401698.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Wenger, J. W., D. D. Lien, and L. C. Cavalluzzo. Does Education Reform Improve Job Performance. Fort Belvoir, VA: Defense Technical Information Center, August 2003. http://dx.doi.org/10.21236/ada418876.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Wenger, Jennie W., and Diana S. Lien. Does Education Reform Make Recruiting More Difficult? Fort Belvoir, VA: Defense Technical Information Center, October 2005. http://dx.doi.org/10.21236/ada593789.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Lapcha, Haidar, and Yusra Mahdi. Coalition Building for Better Religious Education Reform. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/creid.2021.002.

Full text
Abstract:
Developing a good pro-pluralism religious education curriculum requires much planning and a deep understanding of the context. In a country like Iraq, where the education system is in decline due to years of conflict, weak governance and management, and a displacement crisis, this becomes a challenging task. This Learning Briefing, prepared during the implementation phase of the Coalition for Religious Equality and Inclusive Development (CREID) project to introduce reform to the religious education curriculum in Iraq, highlights the key areas of best practices and lessons learned from our stakeholder engagement. The aim is to share these learnings with programme managers, donors and partners to help inform future interventions and curricula development on effective approaches and models for improved quality education.
APA, Harvard, Vancouver, ISO, and other styles
5

Myers, Mary, and Andrew Hayes. Cusano Environmental Education Center. Landscape Architecture Foundation, 2011. http://dx.doi.org/10.31353/cs0110.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Hurd, Alan J. National Security Education Center. Office of Scientific and Technical Information (OSTI), April 2015. http://dx.doi.org/10.2172/1178729.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Hagarty, James N. Education Reform: In Attempting to Achieve Systemic Reform, Are We On or Off Course? Fort Belvoir, VA: Defense Technical Information Center, April 1994. http://dx.doi.org/10.21236/ada288216.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Hurd, Alan J. National Security Education Center Overview. Office of Scientific and Technical Information (OSTI), April 2015. http://dx.doi.org/10.2172/1179071.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Dave, Dhaval, Nancy Reichman, Hope Corman, and Dhiman Das. Effects of Welfare Reform on Vocational Education and Training. Cambridge, MA: National Bureau of Economic Research, January 2011. http://dx.doi.org/10.3386/w16659.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Rauch, Daniel E. Can Education Reform in Iraq Build a Better Peace? Fort Belvoir, VA: Defense Technical Information Center, May 2009. http://dx.doi.org/10.21236/ada506266.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Center for Education Reform' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography