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Статті в журналах з теми "School Education Reforms"

Автор: Grafiati

Опубліковано: 7 червня 2025

Оновлено: 2 серпня 2025

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1

Lee, Okjin. "Education Reform and Its Meaning in Polandafter the Transition." Korean Society for European Integration 15, no. 2 (2024): 123–56. http://dx.doi.org/10.32625/kjei.2024.33.123.

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In most countries, the right to education is enshrined in the list of fundamental human rights, and it is the responsibility of the state and public institutions to ensure its fulfillment. Compulsory education in Poland is mandated by the Polish Constitution and the Education System Act. According to these laws, all Polish citizens have the right to education, which is compulsory until the age of 18. Since 1989, Poland has allowed the establishment of non-public schools, marking a significant shift in educational policy. Additionally, the creation of the Office for School Reform (Biuro do spra

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2

Cuban, Larry. "How Schools Change Reforms: Redefining Reform Success and Failure." Teachers College Record: The Voice of Scholarship in Education 99, no. 3 (1998): 453–77. http://dx.doi.org/10.1177/016146819809900301.

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Because schools change reforms as much as reforms change schools, judging an innovation's success or failure has been, and is, no easy task. I identify three common criteria used by policymaking elites (effectiveness, popularity, and fidelity) and two less common ones used by practitioners (adaptability and longevity) and apply them to the two-decade-old Effective Schools school reform. What emerged as crucial in evaluating school reforms is what criteria are being used to make judgments, whose criteria they are, and how schools change reforms as they are implemented. The example of Effective

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3

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

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States that receive federal waivers to the No Child Left Behind Act were required to implement reforms in designated “Focus Schools” that contribute to achievement gaps. We examine the performance effects of such “differentiated accountability” reforms in Louisiana. These Focus School reforms emphasized school-needs assessments and aligned technical assistance. These reforms may have also been uniquely high-powered because they were linked to a letter-based school-rating system. We examine the impact of these reforms in a sharp regression-discontinuity (RD) design. We find that, over each of 3

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4

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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5

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

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Under waivers to the No Child Left Behind Act, the federal government required states to identify schools where targeted subgroups of students have the lowest achievement and to implement reforms in these “Focus Schools.” In this study, we examine the Focus School reforms in the state of Kentucky. The reforms in this state are uniquely interesting for several reasons. One is that the state developed unusually explicit guidance for Focus Schools centered on a comprehensive school-planning process. Second, the state identified Focus Schools using a “super subgroup” measure that combined traditio

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6

Rodriguez, Luis A. "Understanding Tenure Reform: An Examination of Sense-Making Among School Administrators and Teachers." Teachers College Record: The Voice of Scholarship in Education 122, no. 11 (2020): 1–42. http://dx.doi.org/10.1177/016146812012201112.

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Background Since 2015, 23 states have issued a variety of reforms to the teacher tenure process. Many of these reforms have made it more difficult for teachers to receive tenure, either by extending the pre-tenure probation period or requiring some form of evidence of teacher performance. How educators and school leaders make sense of changes to tenure-granting policies likely transforms their perceptions of the teaching profession and has ramifications for staffing practices in schools. However, little research has sought to understand how states and districts have implemented tenure reform,

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7

Konstantopoulos, Spyros, and Larry V. Hedges. "How Large an Effect Can We Expect from School Reforms?" Teachers College Record: The Voice of Scholarship in Education 110, no. 8 (2008): 1611–38. http://dx.doi.org/10.1177/016146810811000803.

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Background/Context Determining the effectiveness of reform strategies is a major part of the current and future educational research agenda. Effects of education reforms will be evaluated largely quantitatively, and an important aspect of this work will be judging how well reform strategies work. The rhetoric of contemporary school reform suggests two somewhat different solutions to the problem of the interpretive frame. One solution is derived from the idea that the goal of school reform is to reduce the achievement gaps between minority groups such as Blacks or Hispanics and Whites, rich and

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8

Shevchenko, Pavel. "Moscow school: results of the reforms." Science. Culture. Society 28, no. 3 (2022): 122–36. http://dx.doi.org/10.19181/nko.2022.28.3.9.

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The article examines the results of a 10-year period of active reform of the Moscow education system. The reforms began as an initiative of the federal government, and their implementation in Moscow had its own specifics. The measures to standardize the unified educational space, a new system of remuneration, per capita financing are described. Changes in the structure of the city's education management – the liquidation of district education departments, the unification of schools and kindergartens into educational complexes, the emergence of new functions for the school and its administratio

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9

Shin, Doh C., and Jack R. Vanderslik. "Education Reforms and Student Achievement in the American States." Korean Journal of Policy Studies 6 (December 31, 1991): 27–39. http://dx.doi.org/10.52372/kjps06003.

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The educational reforms by the states in the early 1980s were aimed at toughening the school environment and enriching student learning. Critics said that gains in schooling and learning are incompatible goals. We found small but consistent gains in learning, but inconsistent consequences of reform on schooling. State-imposed reforms accomplished more in learning than schooling, but the measurement of educational changes are too rough to make elaborate statistical analyses fruitful. "Legislators legislated. Bureaucrats regulated. Commissions wrote reports. And all these groups pointed fingers

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10

Schechter, Chen, and Haim Shaked. "Leaving fingerprints: principals’ considerations while implementing education reforms." Journal of Educational Administration 55, no. 3 (2017): 242–60. http://dx.doi.org/10.1108/jea-01-2016-0014.

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Purpose Turning an education reform program into school reality greatly depends on the principal. In certain cases, principals choose to implement reform instructions only partially. The purpose of this paper is to explore school principals’ considerations leading to their decisions not to fulfill a national reform’s guidelines in a full and complete way. Design/methodology/approach This qualitative study is based on interviews with 59 school principals. Generating themes was an inductive process, grounded in the various perspectives articulated by principals. Findings Data analysis yielded th

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11

Karakozov, S. D., and V. A. Smirnov. "School mathematics education: traditions and modernity." Science and School, no. 2 (April 30, 2024): 95–105. http://dx.doi.org/10.31862/1819-463x-2024-2-95-105.

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The article examines the formation and development of school mathematical education of the Soviet (20th century) and Russian (20th-21st century) periods – various approaches, existing textbooks, reforms that took place in it, including reforms of the first half of the 20th century; the reform of A. N. Kolmogorov (1970s); the reform of A. N. Tikhonov (1980s); differentiated education (1990s); the introduction of the Unified State Exam in mathematics (2001); the concept for the development of mathematical education approval in the Russian Federation (2013): the introduction of new federal state

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12

Ovenden-Hope, Tanya. "An Evaluation of Education Policy in England since 2010 and the Policy Consequences for Small Primary Schools." Education Sciences 14, no. 11 (2024): 1164. http://dx.doi.org/10.3390/educsci14111164.

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The fate of small primary schools (pupils aged five–eleven years old) in England is linked to education policy reforms. This paper presents an evaluation of selected education policy reforms in England since 2010 with suggested consequences for small primary schools. The research was undertaken using a qualitative research methodology that employed a document analysis method to create a Policy Document Analysis Frame (PDAF) for the policy evaluation. The implications of the policy reforms for small primary schools were examined through the conceptual lens of Educational Isolation. Educational

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13

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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14

Trujillo, Tina, and Michelle RenÉE. "Irrational Exuberance for Market-based Reform: How Federal Turnaround Policies Thwart Democratic Schooling." Teachers College Record: The Voice of Scholarship in Education 117, no. 6 (2015): 1–34. http://dx.doi.org/10.1177/016146811511700602.

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Background In 2009, the Obama Administration announced its intention to rapidly “turn around” 5,000 of the nation's lowest-performing schools. To do so, it relied on the School Improvement Grant (SIG) program to provide temporary funding for states and schools, and to mandate drastic, school-level reforms. Most of these reforms require massive administrative and teacher layoffs, especially under the “turnaround option.”In the public debate about the SIG program, reforms such as turnarounds have been described as new and innovative. In reality, the nation has significant experience with them, p

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15

Barter, Barbara G. "Education Reform: The Effects of School Consolidation on Teachers and Teaching." Alberta Journal of Educational Research 60, no. 4 (2015): 674–90. http://dx.doi.org/10.55016/ojs/ajer.v60i4.55980.

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At least as early as the nineteenth century, the two most related approaches to societal improvement have been restructuring and systemic reform. For education, that has meant school closures as well as consolidation of schools and school districts. Although there exists a substantive literature on educational reform there appears to be little discussion on the impact such actions have on schools. This paper briefly describes research on current issues in rural education with a focus on consolidation. The methodology emphasizes teachers’ knowledge of practice and is followed by the findings, w

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16

Weixler, Lindsay Bell, Douglas N. Harris, and Nathan Barrett. "Teachers’ Perspectives on the Learning and Work Environments Under the New Orleans School Reforms." Educational Researcher 47, no. 8 (2018): 502–15. http://dx.doi.org/10.3102/0013189x18787806.

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New Orleans schools experienced drastic reforms after Hurricane Katrina in 2005. To examine teachers’ perspectives on these reforms, we surveyed 323 teachers who taught in New Orleans public schools before 2005 and in 2013–2014. Teachers directly compared the learning and work environments and student and teacher outcomes of their current schools to those of their pre-Katrina schools. Returning teachers perceived significant and generally positive changes in learning environments and student outcomes but mixed positive and negative changes in work environments. Despite improvements in school e

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17

Olsen, Brad, and Lisa Kirtman. "Teacher as Mediator of School Reform: An Examination of Teacher Practice in 36 California Restructuring Schools." Teachers College Record: The Voice of Scholarship in Education 104, no. 2 (2002): 301–24. http://dx.doi.org/10.1177/016146810210400205.

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Our analysis investigates variations among intended reforms as demonstrated by observed teacher practice in 36 California restructuring schools. We identify a series of individual and school-wide influences that shape any teacher's relationship to the particular reform(s), therefore leading each teacher to mediate the reform(s) in individual ways. This paper posits a theoretical model of the teacher-as-mediator process which we use to shed analytic light on the “black box” of the teacher-as-mediator role in the reform process. We use data collected over 3 years in 36 schools to highlight a pro

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18

Bryant, Darren A., and Chunping Rao. "Teachers as reform leaders in Chinese schools." International Journal of Educational Management 33, no. 4 (2019): 663–77. http://dx.doi.org/10.1108/ijem-12-2017-0371.

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Purpose The purpose of this paper is to analyze the influence of teacher leadership on the enactment of educational reforms in southeastern China. It considers how the work of middle and teacher leaders in schools is structured to support reform enactment at the school level. Design/methodology/approach The research was conducted in three case study sites in one school district in Shenzhen, China. Low, moderate and high academic achieving schools which had engaged teacher leaders in instructional reforms were selected. A combined total of 34 senior, middle and teacher leaders participated in s

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19

Mikayilova, U. T., and G. Z. Huseynzada. "Student Underperformance in Azerbaijan: Who is to Blame and What to Do?" Психологическая наука и образование 28, no. 5 (2023): 34–45. http://dx.doi.org/10.17759/pse.2023280503.

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<p>This study provides an overview of education reforms in Azerbaijan since gaining independence, as well as a review of the dynamics of school success in the country based on data from final exams in lower secondary schools. The results of these exams show that despite the implemented reforms, students' academic success is not improving. The authors present factors that leading national education experts participating in research believe play a decisive role in students' success in school. These factors include the quality of teachers, their education, and professional development; stan

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20

Pazey, Barbara L. "¡Ya Basta! Countering the Effects of Neoliberal Reform on an Urban Turnaround High School." American Educational Research Journal 57, no. 4 (2019): 1868–906. http://dx.doi.org/10.3102/0002831219886530.

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This article provides an account of the ways in which students and adult supporters of an urban turnaround high school mobilized to defy the rhetoric of neoliberal reforms and the subsequent deficit narrative imposed on them and on their school. Their counternarratives refute the master narratives advanced by federal and state educational reforms. The current rationale of neoliberal reforms and the disabling terminology used to construct the identity of a school and the individuals associated with the school are interrogated through the theoretical framework of Dis/ability Critical Race Theory

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Bain, Alan, and Julie Lancaster. "Inclusion and Comprehensive School Reform: Lessons from the Field." Australasian Journal of Special Education 30, no. 1 (2006): 39–50. http://dx.doi.org/10.1017/s1030011200025434.

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AbstractSustaining comprehensive secondary school reform (CSR) represents an immensely difficult and unresolved challenge for the field. The problems associated with CSR are of significant concern to proponents of inclusion given that more responsive schools and classrooms are connected to, if not dependent upon, the success of broader school reform efforts. In this paper, we will employ the experience derived from a decade of practice in secondary school reform to interpret the findings from the CSR literature. We will extract lessons learned about the reform process to identify five key impl

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22

Baker, Bruce, and Kevin Welner. "School Finance and Courts: Does Reform Matter, and how Can We Tell?" Teachers College Record: The Voice of Scholarship in Education 113, no. 11 (2011): 2374–414. http://dx.doi.org/10.1177/016146811111301105.

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Background/Context School finance litigation has often prompted funding reforms, but what happens as a result is the subject of considerable dispute. Purpose This article explores design problems encountered in studies examining the nature and effects of those reforms. Analysis After describing the development and current status of school finance litigation, the authors explore methodological complexities associated with estimating the effects of state school finance reforms. Then, following a review of the research literature that provides the most direct and empirically rigorous evaluations

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Cohen, David K., and Jal D. Mehta. "Why Reform Sometimes Succeeds: Understanding the Conditions That Produce Reforms That Last." American Educational Research Journal 54, no. 4 (2017): 644–90. http://dx.doi.org/10.3102/0002831217700078.

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Counter to narratives of persistently failed school reform, we argue that reforms sometimes succeed and seek to understand why. Drawing on examples from the founding of public schools to the present, we find that successful system-wide reforms addressed problems that teachers thought they had by being consistent with prevailing norms and values, mobilizing a significant public constituency, and building the needed educational infrastructure. We distinguish between system-wide and niche reforms, suggesting that some—particularly those seeking ambitious instruction—failed system-wide but succeed

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Grubb, W. Norton. "Opening Classrooms and Improving Teaching: Lessons from School Inspections in England." Teachers College Record: The Voice of Scholarship in Education 102, no. 4 (2000): 696–723. http://dx.doi.org/10.1177/016146810010200402.

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Classroom observation is one mechanism for making teaching visible and enhancing instruction. In Great Britain, different methods of school inspection based on observations have been in place since 1839, and they provide information about how such instruments of school reform could work. This paper examines English school inspection prior to 1993 reforms, inspection since 1993, the observation procedures that a few individual schools have adopted, and those of further education colleges (like our community colleges)—all quite different in their procedures and consequences. In particular, the b

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Mustofa, Chunn-Ying Lin, and Hui-Hua Chen. "Elementary teachers' beliefs and practices pertaining to freedom of learning curriculum reform policy: A qualitative study." International Journal of Education and Practice 11, no. 2 (2023): 166–79. http://dx.doi.org/10.18488/61.v11i2.3289.

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This study examines elementary school teachers’ beliefs and practices pertaining to the ‘freedom-of-learning’ curriculum reform policy in Indonesia. With regard to teachers’ beliefs, this study explored current topics and discussed the challenges that teachers, schools, and the government must address to when preparing to implement reforms. We conducted interviews and discussions with six elementary school teachers from six schools and enrolled participants based on their past or current experience in coordinating school curriculum frameworks and managing school curricula. Responses differed b

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Schechter, Chen, and Sherry Ganon-Shilon. "Reforming schools: the collective doubting perspective." International Journal of Educational Management 29, no. 1 (2015): 62–72. http://dx.doi.org/10.1108/ijem-07-2013-0117.

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Purpose – The ongoing challenge to sustain educational reforms requires a learning process through which doubt is induced as a means of fostering productive school change. The purpose of this paper is to explore the concept of doubt as well as the doubting process and its importance to the school community, particularly with regard to educational reforms. Design/methodology/approach – After discussing the notions of doubt and the doubting process in the context of school reform, collective doubting in school administration is presented, accompanied by empirical illustrations. Findings – Wherea

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

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The article examines the educational reform of the Republic of Poland, which was introduced in 2016. The methodological basis of the research is the system-integrated principle of scientific and pedagogical search. The theoretical and comparative analysis was based on the analysis of Polish legislative documents in the education field. The article describes the school system in Poland, which functions after the introduced educational reform in 2016. It is determined that in the school education system in Poland there was an introduction of an 8-year elementary or basic school, instead of a 6-y

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Mykyteychuk, Khrystyna. "The School Education System Reforms in Modern Poland." Comparative Professional Pedagogy 8, no. 2 (2018): 134–42. http://dx.doi.org/10.2478/rpp-2018-0030.

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AbstractThe article studies the reforms that took place in the education system of the Republic of Poland in 1999 and proceeded in 2009. The structural changes were characterized; the types of educational institutions were given; the changes in programs, forms and methods of a teacher with a student work were analyzed; evolutionary processes in the evaluation system were traced. Special attention was paid to structural changes in school education. The problems of the education system reform in Poland were highlighted (the convergence of learning with the realities of modern life, the upbringin

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Ahtiainen, Raisa, Jonna Pulkkinen, and Markku Jahnukainen. "The 21st Century Reforms (Re)Shaping the Education Policy of Inclusive and Special Education in Finland." Education Sciences 11, no. 11 (2021): 750. http://dx.doi.org/10.3390/educsci11110750.

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In recent decades, an essential global aim of the reforms of special education has been the promotion of inclusive education. This article discusses the implementation of reforms with a focus on tiered support systems in the context of Finnish comprehensive school education. Based on earlier literature, legislation, and administrative documents, we provide a background for Finnish education policy and special education reforms. The focus of this article is on the description of parallel reforms targeting the re-structuring of the systems around support for students and funding of education in

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

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The identity of public school systems changed dramatically over the past 25 years, as standards-based reform held schools accountable for more equal and academically demanding education for poorer and more diverse students. We argue that identity also changed in private and hybrid school systems. Drawing on semistructured interviews with 40 school system leaders, we examine the ways in which three different school systems – a Montessori, Center, an urban Catholic system, and the International Baccalaureate – responded to the new conditions that reforms, poverty, and migration brought to the Un

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Green, Terrance L. "School as Community, Community as School: Examining Principal Leadership for Urban School Reform and Community Development." Education and Urban Society 50, no. 2 (2016): 111–35. http://dx.doi.org/10.1177/0013124516683997.

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For decades, reform has been a persistent issue in urban schools. Research suggests that urban school reforms that are connected to equitable community development efforts are more sustainable, and that principals play a pivot role in leading such efforts. Yet, limited research has explored how urban school principals connect school reform with community improvement. This study examines principal leadership at a high school in the Southeastern United States where school reform was linked to improving community conditions. Using the case study method, this study draws on interviews and document

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Rathod, Mr. Santosh Bansilal. "School Education Reforms: Implementation and Challenges." International Journal of Advance and Applied Research 6, no. 20 (2025): 11–14. https://doi.org/10.5281/zenodo.15347643.

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Education plays a fundamental role in the development of any nation. It shapes the future of societies by equipping the younger generation with the knowledge and skills necessary for growth and progress. As the world faces rapid social, economic, and technological changes, school education reforms have become essential to address the evolving needs of students. These reforms aim to improve the quality, accessibility, and inclusivity of education systems. However, the implementation of these reforms presents numerous challenges, such as financial constraints, political instability, and social r

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Tran, Ngoc Hai, Thang Dinh Truong, Hong-Van Thi Dinh, Le-Hang Thi Do, Tu-Anh Thi Tran, and Mai-Huong Thi Phan. "SIGNIFICANCE OF TEACHER PROFESSIONAL DEVELOPMENT IN RESPONSE TO THE CURRENT GENERAL EDUCATION REFORMS IN VIETNAM: PERCEPTIONS OF SCHOOL PRINCIPALS AND TEACHERS." Problems of Education in the 21st Century 78, no. 3 (2020): 449–64. http://dx.doi.org/10.33225/pec/20.78.449.

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Teacher professional development (TPD) plays a vital role in enhancing student achievement and the education quality improvement at general education schools. Vietnam is carrying out the general education reforms including the curriculum, teaching methodology and textbook replacement. In order to make those reforms succeed, a lot of things have been done so far in which TPD is considered a key measure. This qualitative case-study research aimed to find out the perceptions of principals and the teachers in three selected K12 schools on TPD in response to the education reforms implementation in

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Prytz, Johan. "Towards a New Understanding of Swedish School Reforms: A Sociological Analysis of Textbooks’ Role in Reforms of School Mathematics, 1919–1970." Nordic Journal of Educational History 10, no. 1 (2023): 145–69. http://dx.doi.org/10.36368/njedh.v10i1.271.

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This article sheds new light on the Swedish comprehensive school reform implemented in the 1960s (the Grundskolan reform) and the four decades preceding the reform. This reform was typical for the Nordic countries. The presented study concerns reforms in mathematics education and how change was initiated and driven before and during the comprehensive school reform. The analysis has a focus on the role of textbooks in educational governance. The analysis is based on Bourdieu’s field theory and concerns how a new way of preparing and driving reforms of school subjects restructured relationships

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35

Barro, Stephen M. "Fund Distribution Issues in School Finance: Priorities for the Next Round of Research." Educational Evaluation and Policy Analysis 11, no. 1 (1989): 17–30. http://dx.doi.org/10.3102/01623737011001017.

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During the 1980s, school finance research in general, and research on fund distribution and equity issues in particular, has been in a depressed state, with little progress being made on either the substantive or the methodological fronts. There is a backlog of old issues requiring attention, and certain new finance issues are emerging, mainly in connection with current education reform efforts. The priority tasks to be undertaken in the next round of research would seem to include (a) upgrading the methods used to address the traditional core topic in school finance research, equity in the di

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36

Malin, Joel R., Donald G. Hackmann, and Ian M. Scott. "Cross-Sector Collaboration to Support College and Career Readiness in an Urban School District." Teachers College Record: The Voice of Scholarship in Education 122, no. 1 (2020): 1–48. http://dx.doi.org/10.1177/016146812012200110.

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Background School reforms requiring collaborations spanning multiple sectors are increasing in prevalence, but extant research has primarily focused only upon cross-sector partnerships involving education and social services. College and career readiness (CCR) reforms, such as the one highlighted in this study, are also often intrinsically cross-sectoral in nature. It is necessary to understand how such complex collaborations are developed and maintained. Purpose: This study examined how cross-sector collaboration has shaped the development and implementation of district-wide high school caree

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37

Chatterji, Madhabi. "Models and Methods for Examining Standards-Based Reforms and Accountability Initiatives: Have the Tools of Inquiry Answered Pressing Questions on Improving Schools?" Review of Educational Research 72, no. 3 (2002): 345–86. http://dx.doi.org/10.3102/00346543072003345.

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This article synthesizes research on standards-based reforms and accountability, with specific attention to purposes, models, and methods of inquiry. Starting with the premise that the reforms were meant to be systemic, the article examines the extent to which studies were guided by designs that explicitly or implicitly acknowledge a system, and evaluates the utility of the designs in generating information to support large-scale systemic changes in education. The article concludes that research efforts on reforms have been largely non-systemic in design and have thereby failed to adequately h

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38

Urbanová, Eva. "Leader and innovator in the context of educational reforms." International Journal of Social Sciences 10, no. 2 (2021): 69–79. http://dx.doi.org/10.52950/ss.2021.10.2.005.

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Changes in society are also changing approaches to education. Over the past two decades, governments in many countries have addressed the need for effective education reform to improve student achievement. School leaders have a crucial role to play as they face high expectations for educational outcomes, particularly in the context of technological progress, innovation, migration and globalisation. Leadership in education is becoming increasingly necessary at the beginning of the 21st century. There is a need to rethink school management and leadership models and to introduce innovative ideas.

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39

Chere-Masopha, Julia, Tebello Tlali, Tankie Khalanyane, and Edith Sebatane. "The Role of Teacher Educators in Curriculum Reforms in Lesotho Schools." International Journal of Learning, Teaching and Educational Research 20, no. 6 (2021): 386–402. http://dx.doi.org/10.26803/ijlter.20.6.20.

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To a certain extent, many curriculum reforms that have been introduced in Lesotho schools have been unsuccessful. Teachers’ preparedness to implement these reforms has been the major factor for the failures. Involving teacher education providers in the preparation of teacher preparedness could improve the success rate of these school reforms. Therefore, understanding how education educators prepare teachers for curriculum reforms could assist to understand why school teachers often appear to be ill-prepared for curriculum reforms. Accordingly, this paper investigated the views of six teacher e

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40

Qiu, Hong, and Xiaohong Cheng. "The School Reform Under the Background of the New National College Entrance Examination Reform." Journal of Contemporary Educational Research 5, no. 11 (2021): 140–44. http://dx.doi.org/10.26689/jcer.v5i11.2716.

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Since the promulgation of the new plan for the national college entrance examination reform in 2014, all provinces have been gradually promoting the new college entrance examination reform. In this context, schools are actively carrying out various reforms to improve the quality of education and teaching. However, can school reform only aim at the national college entrance examination? Facing the new national college entrance examination reform, what can schools do?

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41

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

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

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42

Pyae Kyaw, Thiri, and Magdolna Kimmel. "Myanmar’s Initial Teacher Education Reform: Efforts Made by Universities of Education." Pedagógusképzés 22, no. 2 (2023): 35–64. http://dx.doi.org/10.37205/tel-hun.2023.2.02.

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All education systems are currently facing a challenge: how to transform themselves into institutions that equip learners with the necessary competences to cope in the 21st century. The prerequisite of a successful transformation is a thorough reform of teacher education. The challenge looms especially large for developing countries. This paper aims to explore how teacher education reforms at Myanmar’s two prestigious Universities of Education (UoEs) starting in 2012 played out. To be able to give an overview of the reform efforts, besides consulting the professional literature, curriculum doc

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43

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

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

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44

Petllak, Erich. "On the necessity to change the educational system." New Educational Review 2, no. 1 (2004): 43–54. http://dx.doi.org/10.15804/tner.04.2.1.04.

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The reform of education has always been an essential issue because it affects almost each element of the area. The paper discusses reforms with regard to the tasks schools will face in the future, including the position of teachers and pupils. The author considers basic tendencies of reform, emphasising the changes in teacher's work. The question of the school reform is seen as a permanent process that is connected with complex social, scientific and technological changes.

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45

Simola, Hannu. "Firmly Bolted into the Air: Wishful Rationalism as a Discursive Basis for Educational Reforms." Teachers College Record: The Voice of Scholarship in Education 99, no. 4 (1998): 731–57. http://dx.doi.org/10.1177/016146819809900404.

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The aim of this article is to promote a better understanding of the problematic relations between public reform discourse and the reality of schooling. The subject is the paradox of educational reforms: while superficially decisive, they seem, at the same time, to be deficient and insufficient. The article proposes that one explanation for this “vicious circle” of educational reform might be traced to the discursive dynamics of school reform rather than to the reforms themselves. The article is based on empirical findings and theoretical constructions developed in a Finnish study. Although the

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46

Tambovtsev, V. "Economics and Reforms of Russia’s Education." Voprosy Ekonomiki, no. 3 (March 20, 2005): 4–19. http://dx.doi.org/10.32609/0042-8736-2005-3-4-19.

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The directions of the change of economic mechanism of secondary education in Russia, some results of modern economics and the outcomes of school reforms in a number of foreign countries oriented at increasing competition among schools are considered in the paper. It is shown that expectations of better schooling quality due to economic mechanism change are to a large extent unsound: both theoretical arguments and international experience give evidence of serious risks that schooling quality will decrease as a result of competition among schools.

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47

Zhang, Hongxun. "The Overall Reform Experiment of Elementary and Middle School Education: An Exploration of Education Reform." Science Insights 38, no. 5 (2021): 326–31. http://dx.doi.org/10.15354/si.21.re212.

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The overall reform experiment of elementary and middle school education is a reform exploration that touches the whole process of education. Horizontally, it includes various educational factors within the school and vertically includes multiple educational stages. This experiment is based on the overall idea, from the beginning of the experiment in some areas to the whole of China, and systematically designs and comprehensively reforms the various factors that constitute school education at multiple stages. Starting from the background of the overall reform experiment, this paper elaborates o

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48

SKRTIC, THOMAS M., WAYNE SAILOR, and KATHLEEN GEE. "Voice, Collaboration, and Inclusion." Remedial and Special Education 17, no. 3 (1996): 142–57. http://dx.doi.org/10.1177/074193259601700304.

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Although the rise of constructivism calls conventional remedial and special education practices into question, it also represents a positive opportunity for progress and renewal in the professions and in society. emphasizing the constructivist principles of voice, collaboration, and inclusion, the authors identify the influence of constructivism across three interrelated levels of reform: structural reforms in school organization, pedagogical reforms in classrooms, and institutional reforms in human service systems generally relative to the “school-linked services integration” movement. by doi

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49

Ready, Douglas D., Valerie E. Lee, and Kevin G. Welner. "Educational Equity and School Structure: School Size, Overcrowding, and Schools-Within-Schools." Teachers College Record: The Voice of Scholarship in Education 106, no. 10 (2004): 1989–2014. http://dx.doi.org/10.1177/016146810410601005.

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Consistent with the Williams v. California suit, our focus in this article is on educational equity, particularly the interface between equity and school organization. We concentrate on two structural issues, school size and school overcrowding, and one specific school structure, schools-within-schools. We organize the article as an interpretive summary of existing studies of these topics, concentrating on how these structural issues relate to social stratification in student outcomes, particularly academic achievement. Our evidence is drawn from both national studies and, when available and a

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50

Urbanovič, Jolanta, Jolanta Navickaitė, and Rūta Dačiulytė. "Autonomy, Collaboration and Competition: The Impact of Education Management Reforms which Aim to Increase School Autonomy on Relations between Schools." NISPAcee Journal of Public Administration and Policy 12, no. 1 (2019): 175–97. http://dx.doi.org/10.2478/nispa-2019-0008.

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AbstractIn recent decades, the neoliberal education policy has been implemented in many countries, by reducing the state’s role in education management. Lithuania is one of the countries which after the restoration of Independence in 1991 and collapse of the Soviet Union has decentralized its education management system by giving more autonomy to schools and local authorities. Education-management reforms, which have already been implemented or are currently being implemented in response to social, economic and political changes in the country, have an impact on relationships between schools.

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