System-Wide Educational Reform Agenda in Shanghai Supporting Leadership for Learning

2019 ◽  
pp. 61-77
Author(s):  
Ting Wang ◽  
Nicholas Sun-keung Pang
Keyword(s):  
Educational Reform ◽  
Leadership For Learning ◽  
Reform Agenda

Integrating Research and Development in the National Schools Network

1996 ◽  
Vol 40 (3) ◽  
pp. 302-310 ◽  
Author(s):  
James G. Ladwig ◽  
Vivienne White
Keyword(s):  
Professional Development ◽  
Research And Development ◽  
Educational Reform ◽  
Teaching And Learning ◽  
Organisational Change ◽  
Systematic Research ◽  
Development Programs ◽  
National Network ◽  
Reform Agenda ◽  
Teacher Professional

Amidst a host of recent teacher professional development initiatives in Australia, the National Schools Network (NSN) can be seen as a major educational reform program. Funded by the commonwealth and state systems, the NSN is a national network providing support for over 200 Australian schools that are rethinking their work organisations and teaching and learning practices in order to improve learning outcomes for students and teachers. A key aspect of the NSN's work has been to link the professional development of teachers with a systematic research program which focuses on issues of organisational change and restructuring. This paper reports on the ongoing development of the NSN, place its work within the larger national and international educational reform agenda, and provides an overview of the Network's strategic rationale for its research and development programs.

The Académie and Its Dictionary from the Beginning of the Revolution until the End of the Monarchy

2017 ◽  
Author(s):  
Michael P. Fitzsimmons
Keyword(s):  
Educational Reform ◽  
French Revolution ◽  
Remarkable Change ◽  
Societal Transformation ◽  
National Assembly ◽  
Reform Agenda ◽  
New Meanings ◽  
Continue Work ◽  
The French Revolution ◽  
The Revolution

The French Revolution ushered in a remarkable change in language, with both neologisms and new meanings for existing words. Supporters and critics of the Revolution often utilized a dictionary format for new or existing words to portray it in either a favorable or a pejorative manner. Provisionally funded in 1790, the Académie, rooted in the traditional high French of the court and elite, ignored the linguistic innovations, leading François-Urbain Domergue to attempt to form a body that would codify Revolutionary language, although it never came to fruition. Ultimately, partially because of its closeness with the monarch and in part because of the lateness with which Talleyrand presented a plan on educational reform, the Académie survived the reform agenda of the National Assembly, enabling it to continue work on the fifth edition. However, it disregarded not only linguistic innovations but also the societal transformation brought about by the National Assembly.

From hierarchies to networks

2019 ◽  
Vol 57 (5) ◽  
pp. 554-570 ◽  
Author(s):  
Christopher Chapman
Keyword(s):  
Educational Reform ◽  
Cultural Change ◽  
School Effectiveness ◽  
Cultural Theory ◽  
Unintended Consequences ◽  
Learning System ◽  
School Factors ◽  
Content Type ◽  
Reform Agenda ◽  
Middle Tier

Purpose Historically, the school effectiveness and improvement movement has focussed its attention on “within school” factors associated with effectiveness and improvement and on the individual school as the primary unit of analysis for improvement and scrutiny purposes. More recently, research has focussed on school-to-school collaboration and engagement with a broader range of services and providers has highlighted the need for more adaptive and nuanced forms of collaboration and partnership. The purpose of this paper is to explore this complex landscape from the perspective of educational reform of the middle tier in Scotland. Design/methodology/approach This paper draws on perspectives associated with socio-cultural theory, its application to public service settings and insights gained from research and evaluation outcomes over a five-year period. Findings This paper focusses on the establishment of Regional Improvement Collaboratives in Scotland; an example of an attempt to generate system-wide change and a shift from the hierarchical cultures characterised by bureaucratic organisations to more egalitarian cultures characterised by mutualistic, laterally networked organisations. It highlights the importance of structure and cultural change, identity and agency, leadership capacity, outward perspectives, primacy of learning and teaching and variations and complexities in creating a more networked and collaborative education system. It offers cautions concerning potential unintended consequences in the quest to develop a “self-improving” or “learning system”. Practical implications This paper highlights the importance of maintaining and building social cohesion between different stakeholders within educational systems in order to support the implementation of educational reform. Originality/value This is the first documentation and reflective analysis for an ambitious reform agenda for the middle tier in Scotland. Its value lies in the lessons and considerations it offers to other systems embarking on reforms that endeavour to build more cohesive and agile education systems, without opening them up to neo-liberal approaches to education.

scholarly journals The ‘spirit of the times’: Fast policy for educational reform in Finland

2020 ◽  
pp. 147821032097153
Author(s):  
Ian Hardy ◽  
Hannu Heikkinen ◽  
Matti Pennanen ◽  
Petri Salo ◽  
Tomi Kiilakoski
Keyword(s):  
Educational Reform ◽  
Policy Making ◽  
Vocational Education And Training ◽  
Journal Articles ◽  
Reform Agenda ◽  
Educational Provision ◽  
Key Policy ◽  
Reform Processes ◽  
The Times ◽  
And Training

This article examines the nature of neoliberal influences upon educational policy making in the Finnish education system in recent times. The article draws upon key policy documents, government reports, journal articles and media articles about reforms in the early childhood, basic/compulsory school and vocational education and training sectors to evidence these processes. Analytically, these reforms are understood as instances of what has been referred to as ‘fast policy’. Methodologically, we draw upon principles of zeitgeist analysis to reveal the features and effects of these fast policy influences as they relate to educational provision in Finland. These features and effects include intensification and fragmentation of educational reform processes, increased individualisation and decontextualization of the educational reform agenda, and a trend towards increased instability, privatisation and reduction in funding for educational provision. The article foregrounds the features and effects as reflective of the ‘spirit of the times’ in which such reforms are undertaken, and cautions against these fast policy effects for the problematic consequences they appear to be having upon policy making processes, educational outcomes in Finland and the ‘spirits’ of Finnish educators.

A Critique of the Talent Searches

1998 ◽  
Vol 9 (3) ◽  
pp. 139-144 ◽  
Author(s):  
Joyce Van Tassel-Baska
Keyword(s):  
Public Schools ◽  
Special Needs ◽  
Educational Reform ◽  
School Age ◽  
Reform Agenda ◽  
Talent Search ◽  
Course Offerings ◽  
Special Programs ◽  
The Cost ◽  
New Strategies

While talent search has offered many benefits to those students identified, there are issues which should be resolved to maximize its impact. The program's exclusivity in numbers of students selected for special programs, the cost of the programs both in tuition, transportation, and living expenses at, possibly, very distant locations means that many able learners are left unserved. The difficulties of a university-based program which serves school-age students include school opposition to such proven practices as acceleration, poor (or no) communication regarding identified students and their special needs, and a lack of understanding of talent search goals and procedures. The value of the program makes it worthwhile to address these difficulties through improved partnerships with schools, increased options in course offerings, and other recommended efforts. If the talent search projects are to continue to thrive, they must launch new strategies for growth coupled with an abiding commitment to facilitating the educational reform agenda in public schools.

The Opt-Out Movement and the Reform Agenda in U.S. Schools

2021 ◽  
Vol 123 (5) ◽  
pp. 1-15
Author(s):  
Oren Pizmony-Levy ◽  
Bob Lingard ◽  
David Hursh
Keyword(s):  
Education Reform ◽  
Social Movement ◽  
Educational Reform ◽  
Global Education ◽  
Reform Movement ◽  
Special Issue ◽  
Reform Agenda ◽  
Movement Theory ◽  
Opt Out ◽  
The Usa

In this editorial, the authors situate the opt-out movement in the broader context of resistance to the global educational reform movement and its specific playing out in the USA in relation to the opt-out movement. The editors review the 11 articles and commentary and discuss the contributions of the collection as a whole to the literature. They note the contribution of the special issue to the literature on the application of social movement theory to educational politics and the literature on resistance to the global education reform movement.

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