Dissertations / Theses: 'Center for Education Reform'

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

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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/.

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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.

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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.

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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/.

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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.

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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.

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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.

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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.

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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.

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Zaini, Achmad. "Kyai Haji Abdul Wahid Hasyim : his contribution to Muslim educational reform and to Indonesian nationalism during the twentieth century." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0007/MQ43975.pdf.

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Zhao, Dingxin. "Reform and discontent : the causes of the 1989 Chinese student movement." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28972.

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The central argument of this thesis is that a series of China's state policies, before and during the reform era, were conducive to the rise of the 1989 Chinese Student Movement (CSM). The most important of these were (1) leftist policies during Mao's era which fostered the formation of pro-democratic yet impractical intellectuals and created a university ecology that was remarkably conducive to student movements, and (2) the state-led reform which over produced students on the one hand, and blocked upward mobility channels for intellectuals and students on the other hand. These and other conducive factors to the rise of the 1989 CSM were not simply state mistakes. To a large extent, they were characteristic of the regime.
The thesis does not reject non-state centered factors such as anomic feelings toward uncertainties brought by the reform, the conflict between reformers and hardliners within the Chinese Communist Party (CCP), the rise of civil society during the eighties, the impact of Western ideologies following the open door policy or the intrinsic character of Chinese culture, that have all been hitherto proposed to explain the rise of the CSM. Rather, it incorporates these explanations under a state-centered paradigm in light of a general model (the DSSI model) that I am proposing to explain the general causes, and to a lesser extent, the dynamics of large scale social movements.

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Mendonça, Marta. "Developing teaching and learning in Mozambican higher education : a study of the pedagogical development process at Eduardo Mondlane University." Doctoral thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-93954.

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This thesis analyses the implementation of a student-centred learning approach at the Eduardo Mondlane University (UEM), in the context of the current curricular reform. The main objective of the thesis is to gain understanding of the implementation of a student-centred learning approach and how the innovation is related to the acquisition of teachers’ pedagogical competence at the above mentioned university. A sociocultural approach and more specifically Cultural Historical Activity Theory is used as a theoretical framework given that it provides a view of learning as a context based social activity. A qualitative approach based on document analysis, classroom observations and semi-structured interviews with different actors in the process of teaching, learning and teacher training was used. The findings of the three studies carried out and presented in four articles in the thesis show that the lecturers do not feel ownership of the curriculum reform introducing the new pedagogical approach, and revealed a conflict of interests in the process of implementation of the reform. Students appear to be unclear about the significance of the new approach and they cannot judge if it is correctly implemented. Contextual factors such as a high number of students in the classroom, poor infrastructure and inadequate access to educational resources also affect the students’ performance in their learning. The university teachers expressed a need for training and the creation of adequate material conditions in order to be able to apply the innovations. However, signs of positive attitudes towards this approach were also revealed by the informants, which demonstrates the existing potential of the reform. It was found that the role of the teacher is crucial in making students active, motivated and self-regulated. Moreover, the students’ active learning depends on several factors, such as contextual, social and psychological aspects of the process. In relation to the acquisition of teachers’ pedagogical competence, a comparative study of the official documents of Eduardo Mondlane University and Umeå University explicitly shows a focus on the development of pedagogical competence for all categories of teachers. However, due to significant differences in historical pre-conditions, cultural contexts and educational artefacts the findings revealed many differences in the corresponding collective activity systems. In conclusion, the thesis indicates that the implementation of student-centred learning at UEM depends on the availability of good educational infrastructure and also the development of human resources. Furthermore, less hierarchical communication at the university could accelerate the process.

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VanDuinkerken, Wyoma. "Educational reform in the Tanzimat era (1839-1876) : secular reforms in Tanzimat." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21275.

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After a series of reversals in its wars with European powers during the eighteenth century, the Ottoman Empire was forced to reevaluate its military technology and training. The realization that the West had outstripped the Muslim East in scientific and technological advancement led Ottoman reformers to introduce changes to the traditional educational system, especially to the curriculum. However, what the reformers soon realized was that the military superiority of Europe was only a symptom, and not the cause of, the West's advancement; this led to the introduction of more Western-style institutions in an effort to achieve its military goals. It was through these new institutions that Western ideas of equality, rationalism and liberalism were introduced into the Ottoman Empire. These imported ideas were bitterly resisted by the ulema, who continued to operate a traditional school system parallel to that developed by the reformers. In spite of their objections, however, the traditional Muslim educational system was forced to undergo a significant metamorphosis both prior to and during the Tanzimat period.

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Tomlin, Teagan L. "Using Geoscience Education Graduate Students to Help Faculty Transform Teaching Practice." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/2027.

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Universities make claims about student learning that graduates don't often achieve and are under pressure to show improvement in teaching and learning in their undergraduate programs. This has been the constant focus of university-level professional development programs, but most teachers are still not using the most effective teaching methods. Individual departments need to find ways to help their instructors overcome three main challenges associated with adopting more effective student-centered teaching methods. No matter what strategy is adopted, instructors need considerable support to 1) change their beliefs about what constitutes effective teaching and learning, 2) learn to effectively implement new strategies, and 3) help their students change their beliefs about teaching and learning. We investigated whether M.S. Geoscience Education graduate students could offer the support instructors need to overcome the challenges listed above. We successfully piloted this approach during 2006 to 2008. Receiving consistent and individualized support from a Geoscience Education graduate student, the instructor changed his beliefs about teaching and learning and learned to effectively implement active learning strategies. His teaching satisfaction and student ratings also increased. Advantages of our approach include 1) the time the graduate student devoted to making course changes, 2) the consistent support the instructor received which allowed him to transfer research supported educational theory into his teaching practice, and 3) the instructor is now a departmental resource that other instructors can go to for guidance. Disadvantages include 1) the graduate student's lack of experience as a teaching consultant and 2) the difficulty of transforming a professor/student relationship into a client/consultant relationship.

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Nichols, Julia A. (Brezon). "The Spanish University: An Analysis of the Relationship Between Institutional and Political Change." Oberlin College Honors Theses / OhioLINK, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1336746162.

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Jones, Ashley Martin. "Mathematics Teacher Time Allocation." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3493.

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This study was conducted in order to determine how mathematics teachers allocate their time in the classroom and the factors that influence teacher priorities in that time allocation. Research has indicated that math teachers may choose not to do certain activities in their classroom because of the amount of time that they take, but other underlying reasons may exist. In order to study this idea, six math teachers were interviewed on their current time allocation and rationale for that allocation, and the results from these interviews were used to create a survey that was sent to 581 math teachers in Utah. The results from the 224 completed surveys showed that many teachers allocate their classroom time in a fairly traditional manner, with an average of about 10% of class time being spent on student-centered activities. 40.63% of teachers spent 0% of their class time on student-centered activities. There is variation in time allocation and influencing factors based on a teacher's schedule, level of teaching, experience, and how student-centered their teaching methods are. Also, the results support the claim that there are factors, other than limited class time, that affect how teachers choose whether or not to do certain activities. Some of the most significant deciding factors found are whether the activities will help students with their end of level tests, if they will keep students working hard mathematically, whether others are using those activities or not, how the activities affect classroom rowdiness. It was also found that teachers who are more teacher-centered tended to choose activities based on how easy they were to implement, including their personal comfort level, ease of preparation, and ease of management with student behavior. More student-centered teachers tended to care more about keeping the students working hard mathematically.

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Montgomery, Matthew L. "Education Vision in the 21st Century: A Quantitative Study of the Effect of Superintendent Vision on Digital Learning." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1590669253720161.

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Godoi, Lidiany Cristina de Oliveira 1979. "A reforma da instrução pública de 1892 : conflitos e disputas." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/254099.

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Orientador: Jose Luís Sanfelice
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-26T13:03:08Z (GMT). No. of bitstreams: 1 Godoi_LidianyCristinadeOliveira_D.pdf: 1400258 bytes, checksum: 702e76c49f49f5ce078c0b152d3fd69d (MD5) Previous issue date: 2014
Resumo: A educação escolarizada assume certa centralidade nos debates políticos ocorridos no final do século XIX no Brasil, alcançando uma grande relevância social. Neste contexto se inscreve a primeira reforma da instrução pública paulista (1892). Projeto bastante auspicioso à época, expressou o desejo dos republicanos de estender a escolarização formal às massas populares, instituindo a obrigatoriedade do ensino primário. A profissionalização do corpo docente, a racionalização do tempo, a instituição do ensino graduado, simultâneo e do método intuitivo, os edifícios construídos para os primeiros grupos escolares e a aquisição de materiais didáticos inovadores foram considerados símbolos de modernização do ensino e de propaganda da jovem República. Esta tese tem como objetivo analisar a primeira reforma da instrução pública paulista a partir de uma revisão problematizadora e crítica da historiografia que se dedicou a compreendê-la. Esta historiografia concebe, em grande medida, o projeto reformador como resultado de um consenso entre o Estado e uma elite intelectual e política, no qual não se veem presentes os matizes e as visões de mundo que lhe conformaram. Concentra-se, portanto, nos debates travados em 1891, procurando compreender o seu significado naquele momento histórico, as concepções de educação incorporadas, bem como aquelas abandonadas, tendo em vista as disputas políticas do momento, especialmente as que ocorreram no Partido Republicano Paulista e que, por sua vez, influenciaram sobremaneira os rumos traçados para a reforma do ensino
Abstract: School-based education becomes central in the political debates that took place in Brazil in the late nineteenth century, reaching out great social relevance. It was in this context that the First Reform of São Paulo¿s Public Instruction (1892) occurs. A very promising project at the time, the 1892 reform expressed the wishes of local republicans to provide formal education to the popular masses, making primary education compulsory. The professionalization of teachers, the rationalization of time, the institution of a graduated-based, simultaneous, and intuitive scholar system, the buildings built for the first schools¿ groups, and the acquisition of innovative materials for the schools were considered symbols of modernity in teaching and of propaganda of the recently established Brazilian Republic. This PhD thesis aims at analyzing the First Reform of São Paulo¿s Public Instruction through a critical assessment of the literature focused on understanding her. In general, this literature takes the reformist project as a result of a consensus reached between the São Paulo State Government and a political and intellectual elite, without taking into consideration the worldview that shaped the minds of the actors involved. This thesis emphasizes, therefore, the debates that took place in 1891, attempting to understand its meaning at that particular historical context, the conceptions of teaching incorporated by the actors, as well as those that had been abandoned by the political disputes of the time, particularly those that took place inside the São Paulo¿s Republican Party (Partido Republicano Paulista, PRP), and that, by its turn, have greatly influenced the paths drawn for the Reform of the Public Instruction
Doutorado
Filosofia e História da Educação
Doutora em Educação

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Greenwood, Joanne. "Educational professionals' experience of English educational policy : developing and promoting inclusive practice through collaborative action research." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/educational-professionals-experience-of-english-educational-policy-developingand-promoting-inclusive-practice-through-collaborative-action-research(71b447f1-6102-4817-9b61-0b4cf764cfd1).html.

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The focus of this thesis was to explore educational professionals' everyday experience of English educational policies; narrowing its focus to policy which promotes an inclusion agenda. The findings are presented in three sections with the first two papers prepared in accordance with the author guidelines of the journals proposed for submission. The first paper offers a review of literature which represents teacher relationship (see Braun, Maguire and Ball, 2010; Fullan, 2006; Luttenberg, Imants and van Veen, 2013; Luttenberg, van Veen and Imants, 2013; Wexler, 2002) with English educational policies. Teacher perspectives illustrate how the implementation and practice of policy heavily guides practice, both in terms of pedagogy and content, and detail the difficulties teachers have in establishing professional identity whilst trying to accommodate policy into practice. It is suggested that in order for teachers to adopt new educational policies they need to be able to take some ownership of both the policies themselves and of their own professional development; but most importantly, that they need the space to engage in dialogue around their practice to do this. The first paper provided a frame for the second by offering a description of the current climate teachers find themselves in and by discussing what might be needed to bring about the professional development necessary to embed policy into practice. The second paper then presents a description of a collaborative action research project within an English high school; a group of educational psychology, teaching, support and pastoral professionals worked collaboratively to develop person-centred practice through their engagement in an inquiry group. The inquiry group engaged in dialogue around practice; exploring their own personal and professional values as well as the values embedded within person-centred practice. This paper offers an account of the inquiry group's journey, highlighting key themes as identified by the group: ownership of, and confidence in, the learning process; developing reflective practice; and the challenge of engaging others in the learning process. The findings suggest that an action research approach can facilitate the learning and development necessary to embody collaborative person-centred practice. The third paper then offers a critical appraisal of the role that educational psychology can have in disseminating findings and promoting teacher development; in particular through the facilitation of collaborative action research within the school context.

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黃光權 and Kwong-kuen Wong. "Tao Xingzhi and educational reform in Republican China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38626901.

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Rönn, Charlotta. "Global educational reform in a local context : Implementation, resistance, and negotiation of educational reform in Moroccan municipal upper-secondary schools." Thesis, Umeå universitet, Pedagogiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-82896.

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This thesis showed an analysis of what happened when global educational reforms were implemented in a local Moroccan culture context. Through analyzing and deconstructing discourses in policy documents, as well as qualitative interviews with teachers and pupils in municipal uppersecondary schools and comparing these to each other, a picture was given of what happened in the meeting between the new policies and the implementation of them locally; how they were implemented, resisted and negotiated by different parties concerned. The educational policy, advocating e.g. Education for All, and acquisition of foreign language skills, reproduced social hierarchies when implemented in the Moroccan context. Post-colonial languages, such as French, worked as a class cursor, creating a rift between the social classes and their access to higher education. Student-centered methods were resisted by the teachers, but negotiated by the pupils.

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Hanson, Caroline E. "Athletic Training Education Reform." Otterbein University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=otbn161099572507585.

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Roesgaard, Marie H. "Moving mountains : Japanese education reform /." Aarhus : Aarhus university press, 1998. http://catalogue.bnf.fr/ark:/12148/cb400229225.

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Rutherford, Patricia (Patricia Anne) Carleton University Dissertation Canadian Studies. "Medical education reform in Canada." Ottawa, 1996.

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Miles, James Leon. "The Center for Total Health: Healthcare Reform in Cook County, Illinois." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1856.

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The Patient Protection and Affordable Care Act (PPACA) of 2010 requires hospital systems in the United States to shift the culture of patient care from a focus on sick-care to a focus on prevention and wellness care. Little is known about how hospital systems will make this culture shift while retaining quality patient care. The purpose of this case study of a pioneering hospital-based PPACA-compliant initiative was to answer the research question of how Wallace's revitalization movement theory (RMT) "a rapid culture change model"could serve as a transferable evaluation framework for PPACA prevention and wellness care compliance in hospital-based programs. Kingdon's policy streams theory provided a conceptual framework. Data analysis included iterative, thematic coding of interviews with 3 primary stakeholders responsible for developing the policy, planning, and program implementation strategies of the Center for Total Health (CTH). Nineteen extensive primary source documents were included in the analysis as well. Findings supported the utility of the RMT structure and definitions in the identification of culture change dynamics in CTH. Additionally, this structure served as a scaffolding for grouping individual and institutional rapid culture change dynamics into stages that could be evaluated in terms of PPACA compliance. These stages effectively identified a Kingdon policy window in which PPACA mandates could be expected to result in culture change in multiple streams of public policy development, not only in wellness and sickness prevention, but also in local, state, and national health cost-saving initiatives in food-as-medicine, community identity, public health support networks. It could also reduce chronic disease and the rising institutional care delivery costs.

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Mach, Traci L. "Three essays on welfare reform." Connect to resource, 2000. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261401988.

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Tonetto, Sonia Regina. "A Cooperativa de Ensino de Mme Curie: relações entre ciência e educação em meio ao debate sobre o ensino francês entre o final do século XIX e o início do século XX." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/13292.

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Made available in DSpace on 2016-04-28T14:16:19Z (GMT). No. of bitstreams: 1 Sonia Regina Tonetto.pdf: 1372040 bytes, checksum: 8041dda5cc94d8c48e9bf949419c38de (MD5) Previous issue date: 2014-03-19
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This work aims to analyze the ideas about methods of teaching science in the early twentieth advocated by prominent scientists as Marcellin Berthelot, Paul Langevin and Henri Poincaré and the important contribution of these scientists in the reform of French teaching, 1902. Furthermore, we sought to understand the difficulties faced in teaching in French schools of that period, we sought to also to understand what these scientists believed to be the ideal science teaching method and the influence of positivist ideas in these discussions. We analyzed in particular the role of Co-operative Education of Mme Curie (1907-1908) and the objectives of the group of teachers, including Paul Langevin, which was involved in the discussions on the reform. This work was developed from the analysis of documents filed at the Institut Curie and at Bibliothèque Nationale de France, texts and books written by scholars and scientists, with direct and indirect participation in the reform, records of lectures, articles and manuscripts of the children who participated in the cooperative, as Isabelle Chavannes and Irène Curie
Este trabalho tem como objetivo analisar as ideias sobre métodos de ensino de ciências, no início do século XX, defendidas por cientistas de destaque, como Marcellin Berthelot, Paul Langevin e Henri Poincaré e a importante participação desses cientistas na reforma do ensino francês de 1902. Além disso, procurou-se entender as dificuldades enfrentadas no ensino nas escolas francesas daquele período, compreendendo o que esses cientistas acreditavam ser o método ideal para o ensino de ciências e a influência das ideias positivistas nessas discussões. Analisa-se em particular o papel da Cooperativa de Ensino de Mme Curie (1907-1908) e os objetivos do grupo de professores que, como Paul Langevin, se envolveu nos debates sobre a reforma. Este trabalho foi desenvolvido a partir da análise de documentos depositados no Institut Curie e na Bibliothèque Nationale de France, Paris, textos da época, livros escritos por estudiosos e cientistas com participação direta e indireta na reforma, registros de conferências, artigos publicados, manuscritos das crianças que participaram da cooperativa, como Isabelle Chavannes e Irène Curie

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Kityo, Sylvester. "Primary education reform in Uganda : assimilating indigenous education." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61672.

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Chen, Wen-ning Josephine, and 陳尹玲. "Public sector reform in education: in what way is it reform." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31964412.

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Chen, Wen-ning Josephine. "Public sector reform in education : in what way is it reform /." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13762199.

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Han, Sarah. "Addressing Socio-Structural Barriers to the Application of Nutrition by Primary Care Providers in the United States and Switzerland." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/scripps_theses/589.

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Nearly 11 million deaths in 2012 can be attributed to ischemic and hypertensive heart disease, stroke, and diabetes. Yet, these diseases are highly preventable and even treatable via improvement in nutritional intake and physical activity. From a public health perspective, primary care providers have promising and population-wide potential for modifying patient behavior to reduce dietary risk factors. However substantial socio-structural barriers prevent physicians from applying nutrition to improve patient outcomes. In my thesis, I first examine the epidemiological context in both the populations of United States and Switzerland. I then elucidate the importance and context of the application of nutrition knowledge in primary care based on the ideologies of holistic, patient-centered health. Then, I identify and analyze the obstacles physicians face in applying nutrition in patient care, as well as the sociological structures in which these barriers arise. Lastly, I set forth models of progress to improve patient outcome via reformed and restructured application of nutrition in primary care, using studies of exemplary strategies for addressing these barriers to nutrition counseling.

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Hanna, Mona, and Carrie Chiappetta. "Each and Every Student: The Stamford, Connecticut Model for Change in Mathematics." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80141.

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The major aims of this paper are to: present the background of the mathematics education problem in the Stamford Public School (SPS) district which is common is most U.S cities; explain the need for change in mathematics education; describe the process to systemically transform both the curriculum and instruction of mathematics thereby ensuring that each and every students is prepared for the 21st century, for higher education, and for success in a global society; and provide ways to measure these changes. The K-12 mathematics education reform model presented can be replicated in other cities and for other academic areas.

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Morrison, Shannon M. "The Rhetoric of Educational Reform in American Public Education: A criticism of corporate reform attitudes." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1448353920.

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Zyskind, Ari. "The Politics of Physical Education Reform." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cmc_theses/402.

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The purpose of the paper is to determine why today's youth are so physically inactive by examining the role and efforts of physical education, and the state and federal governments responsibility in supporting these programs, in fighting today's obesity epidemic by creating generations of healthy and physically active children. Research led to the determination that states have failed to maintain and improve physical education resulting in a physically inactive youth. Therefore, the nation should look to federal legislation to support state-led physical education, which this paper found to be constitutional if the enactments followed the provisions established in South Dakota v. Dole. Examples of recent physical education bills, most specifically the FIT Kids Act, are briefly analyzed for effectiveness and likeliness of enactment. Lastly, the determination is made that federal legislation has failed because of the view that physical education is not a "core" subject, preventing programs from receiving Title I and Title II funding. The findings are useful in light of the numerous attempts to get children physically active.

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Goodell, Joanne E. "Equity and reform in mathematics education." Curtin University of Technology, Science and Mathematics Education Centre, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12291.

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This study focused on two themes which have recurred in education since the 1980's: equity of educational outcomes for all students and reform in mathematics education. The problem addressed in this study concerned the apparent inability of large- scale reforms to meet equity goals. The purpose of the study was to increase understanding of this problem from both theoretical and practical perspectives. The study was influenced by feminist perspectives in the choice of theoretical framework and methodology. Focusing specifically on gender equity, the study was set in the context of a large-scale reform in the USA, Ohio's Statewide Systemic Initiative, Project Discovery.There were three major objectives in this study. First was to synthesise the literature concerning gender equity in mathematics education to produce a definition of the ideal Connected Equitable Mathematics Classroom (CEMC). There were two parts to the literature review: one concerning explanations for observed gender differences in mathematics education, and another concerning initiatives implemented to try to bring about gender equity in mathematics education.The second objective was to use the definition of the ideal CEMC, derived from the literature, to determine the extent to which reform had occurred in mathematics classrooms in Ohio. This was accomplished through the analysis of quantitative data collected from a random sample of teachers and principals across the state, and qualitative data collected from seven case study sites. The third objective was to determine the barriers to and facilitators of the realisation of equity goals in middle-school mathematics classrooms involved in Project Discovery. This was accomplished through a cross-site analysis of data collected at the seven case- study sites, with the analysis framed around the characteristics of the CEMC.The outcomes of the study are ++
set out in terms of these three objectives, culminating in a discussion of the implications and challenges which the findings of this study pose for researchers, reformers, equity advocates and practitioners.

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Law, Bruce A. "The critical subject of reform." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3273565.

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Thesis (Ed.D.)--Indiana University, School of Education, 2007.
Title from PDF t.p. (viewed Nov. 5, 2008). Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2744. Adviser: Leonard Burrello.

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Narkunas, Kostiantyn. "Ukrainian military education : high time for reform." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2001. http://handle.dtic.mil/100.2/ADA396192.

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Thesis (M.S. in International Resource Planning and Management) Naval Postgraduate School, June 2001.
Thesis advisors, Mark J. Eitelberg, Benjamin J. Roberts. Includes bibliographical references (p. 61-62). Also available online.

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Belha, Lori D. Baker Paul J. Lugg Elizabeth T. "Compulsory education and educational reform in Iowa." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819890.

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Thesis (Ed. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 13, 2006. Dissertation Committee: Paul Baker, Elizabeth Lugg (co-chairs), Ramesh Chaudhari, Robert Hall. Includes bibliographical references (leaves 71-73) and abstract. Also available in print.

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Gonzalez, Reyes Mata. "Improving undergraduate higher education through curriculum reform." Thesis, University of Pennsylvania, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3721035.

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Employers, parents, legislators and researchers have expressed concerns that students are graduating from college at low rates, take too long to graduate, and do not possess the proper knowledge or skills to be successful at work or wherever life may take them. Many claim that the curriculum at colleges and universities no longer meets the needs of the students, employers, graduate programs, and society at large. One of the many potential solutions is reforming the undergraduate curriculum.

This research examines the factors that motivated two institutions to reform their curricula in efforts to improve student success. Both of the institutions are relatively small liberal arts educational organizations, one public and the other private. Each institution has differing missions and goals and is at a different point in its development. The study attempts to describe what was important enough to motivate them to change their curricula and why it mattered.

This research investigates the reforms of the two institutions in a case study manner, drawing upon published information and personal interviews to analyze what took place. The inquiry centered upon six basic questions. 1. What was the impetus for changing the curriculum? 2. What was the process used in changing the curriculum? 3. What changes were made to the curriculum? 4. What student outcomes were achieved? 5. How did the curriculum reform impact the institution? 6. What lessons were learned through the reform process?

Reforming a curriculum is a long, complex process, requiring input and consensus from many stakeholders, especially faculty. The manner in which each organization gained faculty endorsement for the reform is analyzed. Actual changes made to the curricula are documented. The research explores student outcomes and the impact that the reform had on the faculty and institutions. Then the researcher attempts to obtain indications that the improvements made by the institutions are achieving the intended goals. Learning is a complex phenomenon to assess, and every organization is challenged to find a way to assess learning effectively.

The research reports on what took place, what was learned, and what other potential curriculum reformers can expect if they, too, embark upon reform. The study shows that faculty and strong faculty leaders (often cited in the literature as causes of ineffectual curricula) are crucial to the reform process and without adequate assessment, the true results of a reform cannot be known. Much remains to be learned about the extent to which curriculum reform can improve higher education and in fact be a cure of societal maladies. Opportunities for improvement abound. The researcher attempts to identify similarities and differences, seeking fundamental conclusions. In this manner the study proposes to be used as a resource for other educational organizations interested in either improving or completely revamping their curricula.

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Sugarman, Carling. "Using Topology to Explore Mathematics Education Reform." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/hmc_theses/54.

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Mathematics education is a constant topic of conversation in the United States. Many attempts have been made historically to reform teaching methods and improve student results. Particularly, past ideas have emphasized problem-solving to make math feel more applicable and enjoyable. Many have additionally tackled the widespread problem of “math anxiety” by creating lessons that are more discussion-based than drill-based to shift focus from speed and accuracy. In my project, I explored past reform goals and some added goals concerning students' perceptions of mathematics. To do so, I created and tested a pilot workshop in topology, a creative and intuitive field, for use in 4th-6th grade classrooms. Preliminary results suggest some success in altering student views on mathematics.

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Ersson, Amanda. "Future of Education : KTH Innovation Center." Thesis, KTH, Arkitektur, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-146874.

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This project is an investigation of how the increased use of mobile devices and virtual media informs the pedagogy of higher education and how we can promote interaction across institutional and discipline boundaries. Through research of how students learn, the conditions and dynamics that best allows them to absorb knowledge, I have concretized a plan of action for KTH that informs practice, leadership and the physical environment. Communication in Education Creates Innovation: The Innovation Center.
Detta projekt är en undersökning av hur den ökade användningen av mobila enheter och virtuella medier informerar pedagogik i de högre utbildningarna samt hur vi kan främja samarbete mellan institutionella och över disciplinära gränser. Genom forskning om hur studenter lär sig, den dynamik och under vilka förutsättningar som bäst tillåter studenter att ta till sig kunskap, har jag konkretiserat en handlingsplan för KTH som informerar praktik, ledarskap och den fysiska miljön.

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Best, Marguerita L. "Assistant Principals and Reform| A Socialization Paradox?" Thesis, The University of North Carolina at Chapel Hill, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615151.

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Framed in the critical race theory of structuration (CRTS), this sequential explanatory mixed methods study seeks to identify the socialization practices by examining the realities of practices of assistant principals and the ways in which they impact the disciplinary actions of assistant principals at middle and high schools. The mixed methods design was used to explore and understand: (1) the realities of practice within the school organization; (2) the socialization processes of assistant principals within the realities of practice; and (3) the ways in which those socialization processes influence their disciplinary practices.

Fifty-one percent of the assistant principals invited to participate in this study completed the online survey. The survey responses led to a focused sample and in-depth interviews with three Black female assistant principals supervised by White male principals. The data from both portions of this study revealed that the structure of the realities of practice and the dimensions of the CRTS coexist and correlate within the school organization. This combination creates a Socialization Paradox Cloud that dictates assistant principals' unwillingness and/or inability to change policy adversely affecting students.

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Newton, Doris Elizabeth Candler. "Perceptions of Georgia elementary school principals in relation to education reform and the A+ Education Reform Act of 2000." Click here to access dissertation, 2005. http://www.georgiasouthern.edu/etd/archive/fall2005/beth%5Fc%5Fnewton/newton%5Fbeth%5Fc%5F200508%5Fedd.pdf.

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Thesis (Ed.D.M.A.)--Georgia Southern University, 2005.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 174-190) and appendices.

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Ng, Kam-cheung Ken, and 伍錦祥. "Public sector reform: initiatives and goals :the case of education reform in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31966305.

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

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Ruswan, 1968. "Colonial experience and muslim educational reforms : a comparison of the Aligarh and the Muhammadiyah movements." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=27968.

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This thesis is a comparative study of the educational reforms initiated by the Aligarh and Muhammadiyah movements in India and Indonesia respectively. It covers three main points: Ahmad Khan's and Ahmad Dahlan's educational philosophy; the educational system of the Muhammadan Anglo-Oriental College (MAOC) and Muhammadiyah schools; and the impact of the educational reforms of the two movements to Muslim education in general in the two countries. As will be explained in this thesis, Ahmad Khan and Ahmad Dahlan were deeply concerned with economic and social problems faced by the Muslims due to colonial policies. Both scholars came to the conviction that education was one of the most important ways to solve those problems. The two scholars, therefore, each contrived to design a new system of education for Muslims, which would produce graduates capable of meeting the new demands of the changing socio-political context while retaining their faith. Their ideas were eventually realized in the establishment of the MAOC and the Muhammadiyah schools, respectively. Even though these two institutions were unable to satisfy all Muslim aspirations, they succeeded in making Muslims in India and Indonesia aware of the need for pragmatic education, which was to contribute to the empowerment of Muslims in the colonial era.

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Ali, Selar Othman. "Higher Education reform : a study of quality assurance and the reform policy of Higher Education in the Kurdistan Region, Iraq." Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/411960/.

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The Ministry of Higher Education and Scientific Research of the Kurdistan Region Government (MoHESR_KRG) has initiated a reform policy in 2009. The reform has been initiated in order to bring high standards of quality of higher education to the Kurdistan higher education. The reform process has covered all the higher education institutions in the region, whether they are public or private institutions. Generally, the reform process has focused on reforming areas of management and academia but, only the academic area is considered in this study. The academic areas which are covered in this study are teaching quality assurance and curricula development, academicians’ further development, postgraduate and research, assessment and accreditation, and social justice and safety. The sample selected for this study consists of two public and two private universities and one higher education institution. They have been selected directly based on their students’ and lecturers’ capacity, and academic programs. The sample included 1131 students of whom 801 have responded and 282 lecturers of whom 201 have responded to the questionnaires. Yet, eight junior and senior managers and policy makers have been directly chosen and interviewed. The results of the study show that i) students have negative attitude towards teaching quality assurance program; ii) lecturers have neutral attitude towards the program; iii) policy makers, senior and junior managers have positive attitude about the program; iv) the type of university, whether being in a public university or a private one, has an impact on students’ attitude; and v) gender has no role in students’ attitude towards the quality assurance program. This study is significant for policy makers, decision makers, and academic leaders in higher education institutions in the Kurdistan region because i) it studies the reform policy based on data collected from lecturers, students, junior and senior managers, and policy makers in higher education institutions in the region; ii) it is based on academic interpretation of the reform policy supported by literature on policy studies and reform process; and iii) it can be considered as an academic assessment of parts of the reform policy to be considered for progress purposes while conducting other assessment studies in the future.

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Rowland, Bryan K. "Trade and Industrial Education: A Climate For Reform." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30331.

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The purpose of this study was to assess the climate for the adoption of a proposed reform model for secondary trade and industrial (T&I) education in Virginia. Vocational administrators and T&I instructors beliefs about the extent to which the adoption of the proposed model would precipitate selected outcomes were measured by using an instrument developed specifically for this study. The population of this study included two sub-groups: secondary vocational administrators and secondary T&I instructors. Equal representation from the groups could not be guaranteed as a result of the sampling procedures employed for this study. Questionnaires were mailed to 145 vocational administrators identified from the list provided by the Virginia Department of Education. Responses were received from 120 administrators 83%). Two-hundred-ninety-five questionnaires were distributed to T&I instructors. Responses were received from 129 instructors (43.7%). The study examined the climate for change in secondary T&I education programs in Virginia. It examined whether vocational administrators and T&I instructors believe that implementation of the proposed model would be likely to increase access to, the flexibility of, or the cost effectiveness of T&I programs. The extent to which administrators and instructors believed that increasing access, flexibility, and cost effectiveness would affect selected outcomes was also investigated. Finally, the study examined the degree of personal importance administrators and instructors placed on selected outcomes. There was a similar belief between both groups that implementation of the proposed T&I reform model would result in increased access, flexibility, and cost effectiveness. Both groups were optimistic that access and flexibility would be increased with slightly less optimism being shown for increased cost effectiveness. Also, both groups were optimistic that outcomes dealing with "quality" issues (improve quality of programs and increase student quality) would be affected positively as a result of model implementation and that the image of T&I programs would also be improved by implementation of the proposed T&I reform model. In general, administrators believed some reform outcomes less likely to be affected by increased access, flexibility, or cost effectiveness than others. Specifically, they believed it less likely that resources will increase or that the number of qualified instructors will increase merely as a result of implementation of the proposed model. Instructors' responses were optimistic for all outcomes except the extent that increased cost effectiveness would achieve selected outcomes. Instructors, like administrators, did not show strong support concerning the likelihood of model implementation increasing cost effectiveness. As a whole, both sub-groups appeared to be receptive to change. Although the proposed trade and industrial reform model may not in its current form accomplish the needed changes, administrators and instructors would seem to be accepting of attempts to reform secondary trade and industrial education in Virginia.
Ph. D.

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Madison, Jonathan Hembrough. "Brazil's Latest Upper-Secondary Reform| Reform at the Intersection of Crisis and Universalization." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10822498.

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This thesis analyzes the political genesis of Brazil’s recent reform of its upper-secondary education system, the Novo Ensino Médio Reform. This latest reform has been highly controversial and linked by many to the government of President Michel Temer. However, this argues that the reform is much larger than the Temer administration that produced it. This reform, that creates a seven-hour school day and allows upper-secondary students to choose an area of specialization, is a continuation of a history of incremental reform that has taken place against the backdrop of shifting educational priorities. This reform coincided with a shift towards a human capital centric ideology that is heavily influenced by international organizations, such as the World Bank. Furthermore, the reform is also largely the result of a bipartisan commission whose work preceded the Temer administration. The impeachment of Dilma Rousseff brought President Temer to power and allowed for the construction of a new majority. The new administration in turn adopted the already existing proposal for reform of upper-secondary education and modified it to fit their agenda of market friendliness and public burden reduction. The new majority was largely supportive of the reform but the reform also found support amongst the opposition who saw the reform as the logical next step in Brazil’s long march towards universalization of upper-secondary education.

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

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