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Добірка наукової літератури з теми "Language education reform"

Автор: Grafiati

Опубліковано: 7 червня 2025

Оновлено: 2 серпня 2025

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Статті в журналах з теми "Language education reform"

1

Hussan Sahib, Farah, and Mahani Stapa. "A Review of the Issues and Challenges to the English Language Reform at Malaysian Primary Education." Malaysian Journal of ELT Research 19, no. 1 (2022): 16–33. http://dx.doi.org/10.52696/rlzu4912.

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This paper examines the scenery of English language curriculum reform in the Malaysian primary education system. It starts by unveiling the status of English language since Malaysia achieved its independence from the British colony. It provides an overall representation of the alternate government decision positioning English language in the Malaysian education system. It then reviews the initiatives and realities of each English language curriculum reform. In particular, the Integrated Curriculum for Primary School (ICPS) which was launched in 1982, the New Primary School Standards-Based Curr

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2

Dowson, Chris, Peter Bodycott, Allan Walker, and David Coniam. "Education Reform in Hong Kong." education policy analysis archives 8 (May 20, 2000): 24. http://dx.doi.org/10.14507/epaa.v8n24.2000.

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Since the early 1990s, the pace of educational reform in Hong Kong has accelerated and broadened to incorporate almost all areas of schooling. The reforms introduced during this period can be subsumed under what has generally been labelled the quality movement. In this paper, we review and comment on a number of policy reform initiatives in the four areas of "Quality Education," English Language Benchmarking, Initial Teacher Training and the Integration of Pupils with Special Needs into Ordinary Classrooms. Following a brief description of each policy initiative, the reforms are discussed in t

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3

Dowson, Chris. "Continuing Education Reform in Hong Kong." education policy analysis archives 11 (February 6, 2003): 5. http://dx.doi.org/10.14507/epaa.v11n5.2003.

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Following initiations in educational reform that began in the 1990s, Hong Kong continues to experience considerable pressure for educational reform. On the surface many of these initiatives parallel reform policies/movements in Asia and indeed, globally. The success of any reform is dependent on how it is contextualised prior to and at implementation. In this article, an exploration is made into how reforms in four particular sareas, namely: professional development of principals, higher education, English language standards, and inclusion of students with learning difficulties have been conce

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4

Zverev, Kirill A. "LATVIAN POLICY REGARDING RUSSIAN-LANGUAGE EDUCATION." RSUH/RGGU Bulletin. Series Political Sciences. History. International Relations, no. 3 (2021): 134–46. http://dx.doi.org/10.28995/2073-6339-2021-3-134-146.

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The article considers the development of Russian-language school education in independent Latvia from 1992 to 2020, as well as the process of reforming the system by official authorities. At the time of declaration of indepen- dence and withdrawal from the USSR, a bilingual education system which was formed in Latvia, made it possible to get education at all levels (from kindergarten to technical school and university) in both Latvian and Russian languages. The rise to power in the 1990s of nationalist politicians and the perception of the Soviet period as a period of “occupation”, made it imp

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5

Datnow, Amanda, Geoffrey D. Borman, Sam Stringfield, Laura T. Overman, and Marisa Castellano. "Comprehensive School Reform in Culturally and Linguistically Diverse Contexts: Implementation and Outcomes from a Four-Year Study." Educational Evaluation and Policy Analysis 25, no. 2 (2003): 143–70. http://dx.doi.org/10.3102/01623737025002143.

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This article presents findings from a 4-year study of 13 culturally and linguistically diverse elementary schools implementing comprehensive school reform (CSR) models. The study focused on: (a) the actions at the state and district levels that facilitated or inhibited reform implementation; (b) the adaptability of the various reforms in multicultural, multilingual contexts; and (c) the student achievement outcomes associated with reform, for schools as a whole and for language minority students in particular. Some schools implemented reforms and bilingual education programs in mutually suppor

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6

Prof., Assoc. Dr. Jonida Bushi, and Assoc. Dr. Ledi Neçaj Prof. "Curriculum Development and the Challenges of Foreign Language Teachers in Pre-University Education in Albania." International Journal of Current Science Research and Review 07, no. 12 (2024): 9327–32. https://doi.org/10.5281/zenodo.14574919.

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Abstract : The importance of learning foreign languages has reached new dimensions in today’s globalized world. Foreign language skills have become a fundamental requirement for successful international communication and interaction. Europe, as part of these global developments, aims to establish itself as a unified economic, cultural, and linguistic entity. Therefore, a united Europe places significant emphasis on promoting foreign language education, based on new pedagogical principles and the best global and European practices, implemented through various reform projects. The goal is

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7

M. Jum’ah Alaso, Dr Salih. "REFORMS IN EDUCATION SYSTEM IN NIGERIA AND PLACE OF ARABIC STUDIES." International Journal for Humanities & Social Sciences (IJHS), no. 1 (June 30, 2022): 15–19. http://dx.doi.org/10.69792/ijhs.22.1.3.

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’Reform in education’’ is the center point of this paper it discusses the literal and technical concept of the word “REFORM” in relation to education. It went memory lane on the reforms in education in Nigeria since pre-colonial era till the present time. Historically, Arabic was the first official medium of communication and lingual-fracas during the Sokoto Caliphate (1804-1903) and later suffered a neglect and unjust treatment due to different reforms in the education sector in the country during the colonial era and even after the independence. The paper aims at studying how these reforms a

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8

Dudley-Marling, Curt, and Sharon Murphy. "Changing the Way We Think about Language Arts." Language Arts 78, no. 6 (2001): 574–78. http://dx.doi.org/10.58680/la2001201.

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In their final issue, the editors review three versions of educational reform: the professionalization of teachers; over-regulation of teachers’ work; and the deregulation of schooling, arguing that over-regulation and deregulation work together as part of a larger market-oriented strategy for reform that seeks to limit the professional autonomy of classroom teachers. Finally, they speculate on how language arts educators might best resist destructive, market-oriented reforms of education.

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9

Hien, Duong Thi Thu, Vu Thi Huyen Trang, and Le Huu Thang. "Scientific Management in Language Education: A Case Study of the School of Foreign Languages at Thai Nguyen University." Social Science and Humanities Journal 9, no. 06 (2025): 8142–49. https://doi.org/10.18535/sshj.v9i06.1887.

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This study explores the implementation and perception of scientific management practices at the School of Foreign Languages (SFL), Thai Nguyen University, within the broader context of Vietnamese higher education reform. Using a qualitative case study approach, data were collected through interviews, observations, and document analysis involving faculty members, department heads, and administrators. Thematic analysis revealed five core areas of reform: strategic planning, standardization, performance measurement, faculty perceptions, and implementation challenges. Findings show that while scie

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Arslan, Gizem. "AN OVERVIEW OF THE EUROPEAN PROFILE FOR LANGUAGE TEACHER EDUCATION ON THE LANGUAGE TEACHER EDUCATION REFORMS IN TURKEY." Near East University Online Journal of Education 3, no. 1 (2020): 37–45. http://dx.doi.org/10.32955/neuje.v3i1.181.

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English language is now the most commonly used lingua franca all over the world and has become an international language. Consequently, learning English is an important objective in the education system in every country as well as the EU member countries. This status of English language results in some fundamental changes in the foreign language education and foreign language teacher education policies of almost every country globally. This paper addresses the question whether the European Profile for language teacher education affects the foreign language teacher education policies and reform

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Дисертації з теми "Language education reform"

1

Davies, Walter John Havard. "English language education reform in Japanese high schools : a qualitative study." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439872.

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2

Holm, Samuel. "Latvian Language Policy : Unifying or Polarizing? Reconstructing the Political Debate on Language Reform in the Latvian Education System." Thesis, Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-166660.

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Languages are not just systems for communication, they are also often a marker of ethnic and/or national identity and sometimes a politically contentious issue. A country where this is the case is Latvia, which has a large Russian-speaking population. During the Soviet occupation of Latvia, Russian became the dominant language in public life. Since regaining independence, Latvia has pursued language policies aimed at strengthening the position of the Latvian language, at the expense of the Russian. Latvian is the single official language and over the last decades, the bilingual education syste

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3

Murakami, Charlotte Victoria Trudy. "Language awareness & knowledge about language : a history of a curriculum reform movement under the Conservatives, 1979-1997." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/14539.

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England’s long history of education has witnessed many conflicts in regard to language teaching. In this thesis, I investigate the conflicts surrounding two language education reform movements, Language Awareness and Knowledge About Language, during the Conservative administration between 1979 and 1997. The investigation examines official and non-official plans and policy texts produced by various groups and actors, notably Hawkins and Cox, that detail how the teaching of ‘Language’ should be conducted in England’s state school curriculum. The focus of the research is upon identifying what LA

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4

Robottom, Ian Morris, and kimg@deakin edu au. "Contestation and continuity in educational reform: A critical study of innovations in environmental education." Deakin University. School of Education, 1985. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20031126.092202.

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This study explores the notion of contestation in environmental education. Contestation is a process in which self-interested individuals and groups in a social organisation cooperate, compete and negotiate in a complex interaction aimed at solving social problems. A "framework for critique" is developed, comprising technicist, liberal<interpretive and critical paradigms in each of scientific knowledge, educational innovation, educational research and education itself. This framework forms the basis from which a critique is mounted of contesting perspectives in environmental education at inter

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5

Rosolová, Kamila. "Language in search of practice the progress of curriculum reform in the Czech Republic /." Diss., Connect to online resource - MSU authorized users, 2008.

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6

Cripps, Sandra Florence. "The influence of language as a tool for policy implementation : further education after the 1988 Education Reform Act." Thesis, London School of Economics and Political Science (University of London), 1999. http://etheses.lse.ac.uk/2217/.

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The task of this work is to show that the use of language can be an important tool in any attempt to use power. In view of the complexity of the subject the span of investigation has specifically focused on the changes brought about by the Conservative Government expressed in the Education Acts in 1988 and 1992 during the period 1991-1996, tracing their effect on three further education colleges in the public sector and one in the private sector. In order to test the hypothesis, that there has been a significant change in the value system within which further education policy has been expresse

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7

Gold, Ariel S. "Expanding the agenda for foreign language education reform: evidence on motivation and response to incentives." Thesis, Boston University, 2008. https://hdl.handle.net/2144/28572.

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Boston University. University Professors Program Senior theses.<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>2031-01-02

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8

Reeves, Cynthia. "HIGH STANDARDS FOR ALL STUDENTS? THE KENTUCKY EDUCATION REFORM ACT AND IMMIGRANT HIGH SCHOOL STUDENTS." Lexington, Ky. : [University of Kentucky Libraries], 2004. http://lib.uky.edu/ETD/ukyanth2004d00170/CRdis.pdf.

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Анотація:

Thesis (Ph. D.)--University of Kentucky, 2004.<br>Title from document title page (viewed Jan. 6, 2005). Document formatted into pages; contains ix, 224p. : ill. Includes abstract and vita. Includes bibliographical references (p. 200-220).

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9

Peil, Cheryl Lynn. "Literacy, school reform, and literature-based reading programs." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/772.

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10

Williams, Daniel Bryn. "The teaching, assessment and examining of English language and literature from the Education Act of 1944 to the Education Reform Act of 1988." Thesis, University of Nottingham, 1998. http://eprints.nottingham.ac.uk/11144/.

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In the Preface, the focus is on the word 'standards' itself: the ineradicable human element in marking and the degree to which all marks and grades, particularly in the subject of English, are dependent upon a subjective evaluation of the quality of response - an essential component in the establishment and maintenance of standards. The various implications of the word 'standards' and the ease with with resultant ambiguities can lead the unwary commentator into wholly misleading statements are considered, and a definition is offered to serve as a touchstone for the thesis as a whole. The main

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Книги з теми "Language education reform"

1

Department of Education & Science. Education Reform Act: Local management of schools. Department of Education and Science, 1988.

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2

Kang, Mi-ok. Multicultural education in South Korea: Language, ideology and culture in Korean language arts education. Routledge, 2015.

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3

Laurie, Olsen, and California Tomorrow (Organization), eds. So they may speak ...: An agenda for language and culture centered school reform. California Tomorrow, 2002.

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4

University, Addis Ababa, and On Results of the Reform in Ethiopia's Language and Education Policy (2006 : Addis Ababa University), eds. On results of the reform in Ethiopia's language and education policies. Harrassowitz, 2009.

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5

Department of Education & Science. Education Reform Act: Temporary exceptions from the national curriculum. Department of Education and Science, 1989.

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6

Science, Department of Education &. Education Reform Act: Financial delegation to schools : draft consultative document. The Department, 1988.

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7

R, Howatt Anthony P., and Smith Richard C. 1961-, eds. Modern language teaching: The Reform Movement. Routledge, 2002.

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8

1962-, Lin Angel, and Martin Peter W, eds. Decolonisation, globalisation: Language-in-education policy and practice. Multilingual Matters, 2005.

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9

Taggart, Helen. " Can modern language teaching meet the expectations of the Education Reform Act 1988?". University of Birmingham, 1990.

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10

Sun, Andrew. Moving toward citizenship: Immigration reform and the English Language Amendment. The Office, 1987.

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Частини книг з теми "Language education reform"

1

Bahry, Stephen A. "Language in Afghanistan’s Education Reform." In Language Issues in Comparative Education. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-218-1_4.

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2

Nieto, Sonia. "Multicultural Education and School Reform." In Language, Culture, and Teaching. Routledge, 2017. http://dx.doi.org/10.4324/9781315465692-4.

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3

Chow, Alice, and Pamela Leung. "Assessment for Learning in Language Classrooms." In Assessment Reform in Education. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0729-0_10.

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4

Pižorn, Karmen, and Edit Nagy. "9. The Politics of Examination Reform in Central Europe." In ThePolitics of Language Education, edited by Charles Alderson. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691446-012.

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Mockler, Nicole, and Susan Groundwater-Smith. "Language matters." In Questioning the Language of Improvement and Reform in Education. Routledge, 2018. http://dx.doi.org/10.4324/9781315519579-1.

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6

Mockler, Nicole, and Susan Groundwater-Smith. "The language of reform in education policy." In Questioning the Language of Improvement and Reform in Education. Routledge, 2018. http://dx.doi.org/10.4324/9781315519579-2.

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7

Sakamoto, Nami. "English Language Education Reform and Assistant Language Teachers in Japan." In Teacher Awareness as Professional Development. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88400-0_2.

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Mockler, Nicole, and Susan Groundwater-Smith. "The language of reform and teachers’ work." In Questioning the Language of Improvement and Reform in Education. Routledge, 2018. http://dx.doi.org/10.4324/9781315519579-5.

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MacLeod, Paul, and Amir Abou-El-Kheir. "Qatar’s English Education Policy in K-12 and Higher Education: Rapid Development, Radical Reform and Transition to a New Way Forward." In Language Policy. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46778-8_11.

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Baker, Eva L. "Mandated Tests: Educational Reform or Quality Indicator?" In Test Policy and Test Performance: Education, Language, and Culture. Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-2500-7_1.

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Тези доповідей конференцій з теми "Language education reform"

1

Zhang, Chunpeng, and Touqeer Premy. "Integrating Large Language Models in Foundational University Courses: A Teaching Reform Approach." In 2025 7th International Conference on Computer Science and Technologies in Education (CSTE). IEEE, 2025. https://doi.org/10.1109/cste64638.2025.11092138.

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ZHANG, YUN-RUI, and KAI-LAI SUN. "THE CONSTRUCTION OF TALENT CULTIVATION MODE OF THE INTEGRATION BETWEEN INDUSTRY AND EDUCATION IN HIGHER VOCATIONAL EDUCATION FROM THE PERSPECTIVE OF “THREE EDUCATIONS” REFORM." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35669.

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With the ever-accelerated updating of higher vocational education reform, it is becoming more and more important to improve the system of vocational education and training, and promote integration between industry and education and cooperation between enterprises and colleges. And we must move faster to bring out the full potential of higher vocational education, and build higher vocational colleges into world-class colleges. In this new era, “Three Educations” reform has become the necessity for the higher vocational colleges to improve the quality of college management and talent cultivation

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3

Zhang, Jun. "Applications Strategy Language Lab in Foreign Language Teaching Reform." In 2015 International Conference on Economics, Social Science, Arts, Education and Management Engineering. Atlantis Press, 2015. http://dx.doi.org/10.2991/essaeme-15.2015.43.

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Hong, Xiuqin. "Sexist Language Reform in English Vocabulary." In 3rd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/iccessh-18.2018.157.

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Xu, Yijing. "Information Technology and University General Education Reform." In 2015 Joint International Social Science, Education, Language, Management and Business Conference. Atlantis Press, 2015. http://dx.doi.org/10.2991/jisem-15.2015.30.

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Zeng, Xiaoyan, and Tongtao Zheng. "Second Language Acquisition in the Target Language Environment based on the Theory of Affordances." In 2015 International Conference on Education Reform and Modern Management. Atlantis Press, 2015. http://dx.doi.org/10.2991/ermm-15.2015.62.

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Liu, Junsong. "Reform on Compulsory Second Language Education of Chinese Universities." In 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022). Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220704.166.

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Zhang, Yongchao. "Where Should China's Reform of English Education Go." In International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-14). Atlantis Press, 2014. http://dx.doi.org/10.2991/icelaic-14.2014.66.

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Shan, Lin. "Exploration of education reform based on 32-bit assembly language programming." In Education (ICCSE 2011). IEEE, 2011. http://dx.doi.org/10.1109/iccse.2011.6028709.

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LIU, Yan. "Preliminary Research on Second Language Teaching Reform In Foreign Language Postgraduates." In 2018 4th Annual International Conference on Modern Education and Social Science (MESS 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/mess-18.2018.20.

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Звіти організацій з теми "Language education reform"

1

Filmer, Deon. Long-Lived Consequences of Rapid Scale-Up? The Case of Free Primary Education in Six Sub-Saharan African Countries. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/128.

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Across six Sub-Saharan African countries, grade 4 students of teachers who were hired after a free primary education reform perform worse, on average, on language and math tests—statistically significantly so in language—than students of teachers who were hired before the reform. Teachers who were hired just after the reform also perform worse, on average, on tests of subject content knowledge than those hired before the reform. The results are sensitive to the time frames considered in the analysis, and aggregate results mask substantial variation across countries—gaps are large and significa

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Cassity, Elizabeth, Debbie Wong, Jevelin Wendiady, and Jennie Chainey. Teacher Development Multi-Year Study Series. Vanuatu: Final Report. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-729-8.

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The Australian Government is supporting the Government of Vanuatu through its Vanuatu Education Support Program (VESP) to undertake long-term education reforms. A key focus of these reforms is the rollout of a new national curriculum in conjunction with the National Language Policy (2012), intended to improve teaching quality and student learning outcomes for students in the primary and early secondary years of education. Part of a multi-year study series, the Education Analytics Service (EAS) is investigating how the VESP is making a difference to these teaching and learning outcomes. The new

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Cassity, Elizabeth, Jennie Chainey, Jacqueline Cheng, and Debbie Wong. Teacher development multi-year study series. Vanuatu: Interim report 2. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-659-8.

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Анотація:

The Australian Government is supporting the Government of Vanuatu through its Vanuatu Education Support Program (VESP) to undertake long-term education reforms. A key focus of these reforms is the rollout of a new national curriculum in conjunction with the National Language Policy (2012), intended to improve teaching quality and student learning outcomes for students in the primary and early secondary years of education. Part of a multi-year study series, the Education Analytics Service (EAS) is investigating how the VESP is making a difference to these teaching and learning outcomes.

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Mridula, Kashpia Afroz, and Wahid bin Ahsan. Bridging the English Proficiency Gap: The Higher Education Challenges of Bangla-Medium Students in Bangladesh. Userhub, 2025. https://doi.org/10.58947/journal.svfz89.

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This study examines the challenges Bangla-medium students in Bangladesh face when transitioning to English-based higher education. Despite over a decade of English instruction, many struggle with comprehension, academic writing, and classroom engagement due to exam-oriented learning, ineffective pedagogy, and limited exposure to spoken English. Socioeconomic disparities further widen the language gap, restricting access to English-medium education and supplementary learning resources. Using a qualitative approach, semi-structured interviews with 15 students, teachers, and guardians explored th

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Cassity, Elizabeth, Jacqueline Cheng, and Debbie Wong. Teacher development multi-year study series. Vanuatu: Interim report 1. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-672-7.

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The Government of Vanuatu is undertaking significant primary education reforms, including major curriculum changes, to improve equitable access to and the quality of education. Since 2016, a new primary education curriculum has been introduced by stages, accompanied by a suite of in-service teacher training. The new curriculum promotes teaching practices that support new pedagogies focused on student-centred learning and community support, language transition and class-based assessment practices. These reforms are being supported by the Australian Government, through its Vanuatu Education Supp

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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, edu

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Moreno, Martín, Jesús Duarte, María Soledad Bos, and Alejandro Morduchowicz. Educational Equity in Chile: Trends 1999-2011. Inter-American Development Bank, 2013. http://dx.doi.org/10.18235/0010545.

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For over thirty years, Chile has been implementing reforms and policies aimed at improving educational efficiency, quality and equity. The latter has been of particular interest over the last decade. The quality and quantity of data available in Chile allows us to explore the evolution of learning gaps among students according to their socioeconomic background over increasingly longer periods of time. The findings of this study indicate positive changes in the distribution of learning achievement according to student socioeconomic level or, in other words, educational equity. However, the magn

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Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson, and Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.

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The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning develo

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Tek, Muytieng, Sorsesekha Nok, and Phal Chea. Faculty Engagement in Cambodian Higher Education Internationalisation. Cambodia Development Resource Institute, 2022. https://doi.org/10.64202/wp.135.202212.

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Internationalisation is known to contribute to higher education development, particularly through the integration of international, inter-cultural or global dimensions into the purpose, functions, or delivery of higher education institutions (Knight 2004). Within this inter-connected world, higher education institutions are pressured to produce quality human resources with global citizenship characteristics. Students have benefited greatly from this process as they can have access to international/regional standards of education services and the opportunity to be exposed to other countries, pe

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Rollo, Greta, and Kellie Picker. Unpacking the science of reading research. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-742-7.

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The science of reading (SoR) is a term used for a body of evidence encompassing multi-disciplinary research from education, cognitive psychology, linguistics, and neuroscience. This evidence points to six key constructs that contribute to proficient reading: oral language, phonological awareness including phonemic awareness, phonics, fluency, vocabulary and reading comprehension. Research around these constructs provides researchers and teachers with an evidence base of the knowledge, skills and strategies involved in competent reading and describes how reading develops in both typical and aty

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