Premier Education Journal Changes Hands: Nurturing the Next Generation of Researchers is a Critical Part of Education Reform, Says the New Editor of the Journal of Educational Psychology

Alfabeticemos! Let’s Teach Literacy!

Operation Pedro Pan and the Exodus of Cuba's Children ◽

10.5744/florida/9781683401551.003.0003 ◽

2020 ◽

pp. 63-104

Author(s):

Deborah Shnookal

Keyword(s):

Education Reform ◽

Political Culture ◽

Participatory Democracy ◽

Next Generation ◽

Literacy Campaign ◽

Parents And Children ◽

The Government ◽

The Impact ◽

Hearts And Minds

The Cuban revolutionary government prioritized education reform as the key to lifting the country out of underdevelopment and creating a new political culture of participatory democracy, epitomized by the 1961 literacy campaign. Fidel Castro’s opponents, however, regarded this campaign as evidence of the “communist indoctrination” by the government of young Cubans and were therefore determined to “save” as many children as possible by sending them to Miami until Castro was ousted. This chapter takes a detailed look at how the battle for the hearts and minds of the next generation unfolded with the mobilization of 100,000 teenagers as literacy brigadistas to teach in the mountains and remote parts of the island. It examines the objectives of the campaign, the recruitment propaganda used to mobilize the Conrado Benítez brigades, how the campaign affected relations between parents and children, and the impact that participation in the campaign had on a generation of revolutionary youth.

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Improving norms in research culture to incentivize transparency and rigor

10.35542/osf.io/thny5 ◽

2021 ◽

Author(s):

David Thomas Mellor

Keyword(s):

Educational Psychology ◽

Next Generation ◽

Research Culture ◽

Grassroots Groups

Improving research culture to value transparency and rigor is necessary to engage in a productive “Credibility Revolution.” The field of educational psychology is well positioned to act toward this goal. It will take specific actions by both grassroots groups plus leadership to set standards that will ensure that getting published, funded, or hired is determined by universally supported ideals. These improved standards must ensure that transparency, rigor, and credibility are valued above novelty, impact, and incredibility. Grassroots groups advocate for change and share experience so that the next generation of researchers have the experience needed to sustain these early moves. Each community can take inspiration from others that have made shifts toward better practices. These instances provide opportunities for emulating trail-blazers, training for new practices such as preregistration, and constructively evaluating or criticizing practice in ways that advances the reputation of all involved.

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Questioning The Fidelity Of The Next Generation Science Standards For Astronomy And Space Sciences Education

Journal of Astronomy & Earth Sciences Education (JAESE) ◽

10.19030/jaese.v2i1.9277 ◽

2015 ◽

Vol 2 (1) ◽

pp. 51

Author(s):

Stephanie J. Slater ◽

Timothy F. Slater

Keyword(s):

Science Education ◽

Education Reform ◽

The United States ◽

Next Generation Science Standards ◽

National Standards ◽

Unexpected Finding ◽

Next Generation ◽

Science Standards ◽

K 12 ◽

Space Sciences

Although the Next Generation Science Standards (NGSS) are not federally mandated national standards or performance expectations for K-12 schools in the United States, they stand poised to become a de facto national science and education policy, as state governments, publishers of curriculum materials, and assessment providers across the country consider adopting them. In order to facilitate national buy-in and adoptions, Achieve, Inc., the non-profit corporation awarded the contract for writing the NGSS, has repeatedly asserted the development of the Standards to be a state-driven and transparent process, in which the scientific content is taken "verbatim", from the 2011 NRC report, Frameworks for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. This paper reports on an independently conducted fidelity check within the content domain of astronomy and the space sciences, conducted to determine the extent to which the NGSS science content is guided by the Frameworks, and the extent to which any changes have altered the scientific intent of that document. The side-by-side, two-document comparative analysis indicates that the science of the NGSS is significantly different from the Frameworks. Further, the alterations in the science represent a lack of fidelity, in that they have altered the parameters of the science and the instructional exposure (e.g., timing and emphasis). As a result the NGSS are now poised to interfere with widely desired science education reform and improvement. This unexpected finding affords scientists, educators, and professional societies with an opportunity, if not a professional obligation, to engage in positively impacting the quality of science education by conducting independent fidelity checks across other disciplines. This could provide a much needed formal support and guidance to schools, teachers, curriculum developers, and assessment providers.

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Perspective: Creating the Next Generation of General Internists: A Call for Medical Education Reform

Academic Medicine ◽

10.1097/acm.0b013e3182303a32 ◽

2011 ◽

Vol 86 (11) ◽

pp. 1443-1447 ◽

Cited By ~ 9

Author(s):

Katherine Julian ◽

Nardine Saad Riegels ◽

Robert B. Baron

Keyword(s):

Medical Education ◽

Education Reform ◽

Next Generation ◽

General Internists ◽

Medical Education Reform

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Implications for Educational Psychology Services of the Education Reform Act 1989

Educational Psychology in Practice ◽

10.1080/0266736890040402 ◽

1989 ◽

Vol 4 (4) ◽

pp. 171-178 ◽

Cited By ~ 11

Author(s):

D.J. Lucas

Keyword(s):

Education Reform ◽

Educational Psychology ◽

Education Reform Act

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Teachers’ Perceptions of Science Curriculum Reform in UAE: A Study in an American Private School in Dubai

Millennium Journal of Humanities and Social Sciences ◽

10.47340/mjhss.v2i1.8.2021 ◽

2021 ◽

pp. 117-137

Author(s):

Enas Ghazy Shakera ◽

Hanadi Ahmad Saleh

Keyword(s):

Education Reform ◽

United Arab Emirates ◽

Science Teachers ◽

Curriculum Reform ◽

Science Curriculum ◽

Three Dimensional ◽

Next Generation ◽

Desirable Outcome ◽

K 12 ◽

The Impact

Remarkable science curriculum reform is coming about in the United Arab Emirates (UAE), reflecting a remarkable shifting from the previous science curricula. This type of reform has significant suggestions for teachers. There are limited research studies on teachers‘ perception regarding these reforms. This qualitative study aimed to explore the impact of the Next Generation Science Standard, being the latest science education reform in the UAE, on teachers who are involved in implementing reform. The study was carried out in a US curriculum school in Dubai. Semi-structured interviews with 14 science teachers who teach different grade levels (K-12) were conducted along with 6 class observations. The other source of data collection was the NGSS curriculum documents. The findings showed that the obstacles faced by the teachers with the NGSS curriculum reform were that the curriculum involves big innovative ideas within short timelines, teachers‘ inability to shift the classroom towards the desirable outcome, and the shortage of organization and coherence between the school‘s stakeholders. These finding could be utilized to plan for professional development sessions to support the teachers with more ideas and strategies to convey the implementation of the three-dimensional science curriculum. Moreover, this study could help the leaders and policymakers to ensure the readiness of the teachers and the school before any reform implementation. Keywords: curriculum reform, three-dimensional science curriculum, next-generation science standards, instructional practice

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Classroom Management: A Critical Part of Educational Psychology, With Implications for Teacher Education

Educational Psychologist ◽

10.1207/s15326985ep3602_5 ◽

2001 ◽

Vol 36 (2) ◽

pp. 103-112 ◽

Cited By ~ 319

Author(s):

Edmund T. Emmer ◽

Laura M. Stough

Keyword(s):

Teacher Education ◽

Classroom Management ◽

Educational Psychology ◽

Critical Part

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Urban STEM Education

Advances in Early Childhood and K-12 Education - K-12 STEM Education in Urban Learning Environments ◽

10.4018/978-1-5225-7814-7.ch001 ◽

2019 ◽

pp. 1-24

Author(s):

Brandy Huderson ◽

Ashley Huderson

Keyword(s):

Education Reform ◽

Urban Communities ◽

Stem Education ◽

Urban Environments ◽

Educational Opportunities ◽

Clear Pattern ◽

Critical Part ◽

Urban Education Reform ◽

Diversity In Stem ◽

Us Cities

Students in underserved urban communities often lack access to educational opportunities in STEM (science, technology, engineering, and math). Evidence reveals a lack of STEM access in urban environments, displaying a clear pattern impacting predominantly impoverished neighborhoods the hardest. The issue of STEM education in urban schools reflects an increased interest in expanding and diversifying the future workforce to compete in a STEM-centered future. STEM has been positioned as a critical part of urban education reform efforts and a potential vehicle to broadening participation in STEM. In various US cities, schools labeled as failing are being repurposed as selective STEM-intensive academies to build a STEM education infrastructure. In this chapter, the authors discuss the barriers associated with urban STEM education and how this underserved population is a vital vehicle to increase diversity in STEM.

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