scholarly journals Educational reform and internationalisation: the case of school reform in Kazakhstan

2021 ◽  
pp. 1-2
Author(s):  
Laura Ibrayeva
Keyword(s):  
School Reform ◽  
Educational Reform

An Awakening for Whom?

2020 ◽  
pp. 192-210
Author(s):  
David Komline
Keyword(s):  
African Americans ◽  
School Reform ◽  
Educational Reform ◽  
Educational Change ◽  
Reform Movement ◽  
The Awakening ◽  
Common School ◽  
English Speaking ◽  
The Common ◽  
The Way

In the 1830s, the population of Ohio was much more diverse than was that of Massachusetts. For the most part, school reformers in both states came from a white, Protestant, English-speaking majority and did little to look beyond their narrow cultural horizons when advocating educational change. In Ohio, however, groups that fell outside of this majority were larger and could more feasibly, although not always successfully, engage the debate about school reform. This chapter highlights the way three such groups, African Americans, Germans, and Catholics, interacted with the Common School Awakening, illustrating how their objections to the key assumptions of the awakening adumbrated larger weaknesses that would eventually undermine this educational reform movement.

School Reform: Equal Expectations on an Uneven Playing Field

2002 ◽  
Vol 12 (3) ◽  
pp. 317-336 ◽  
Author(s):  
Genniver C. Bell ◽  
Enid B. Jones ◽  
Joseph F. Johnson
Keyword(s):  
United States ◽  
Public Policy ◽  
School Reform ◽  
Educational Reform ◽  
Educational System ◽  
The United States ◽  
Educational Process ◽  
Playing Field ◽  
Comprehensive View ◽  
Real Change

Educational reform efforts in the United States have produced little sustainable results. Reformers are quick to impose standards and to label schools and the students they serve. Yet, they rarely acknowledge the serious inequities and inequalities found throughout the educational process. This article seeks to present a more comprehensive view of the collective disparities found in the American educational system, with the idea that “leaving no child behind” requires a serious attempt at leveling the playing field. Inherent in this presentation is the notion that reform efforts that produce real change must begin with public policy that acknowledges and removes the faults and errors of the system.

Post-2000 Law-based Educational Governance in Israel: From Equality to Diversity?

2011 ◽  
Vol 39 (4) ◽  
pp. 434-454 ◽  
Author(s):  
Dan Gibton
Keyword(s):  
School Reform ◽  
Educational Reform ◽  
Education System ◽  
Main Theme ◽  
Educational Governance ◽  
The Past ◽  
Liberal Societies ◽  
The Usa ◽  
Diverse Setting ◽  
The Uk

This article analyses patterns of post 2000 governance in Israel’s education system. Drawing upon literature on educational regimes, governance in neo-liberal societies (for example, the UK and the USA), law-based educational reform and policy analysis, this study sets out to inquire how Israel’s system was governed with minimal legislation for 60 years. The main theme that emerges is that, although the forces that govern Israel’s landscape are similar to those in many post-industrialist western countries, the processes are quite different due to lack of decisive school reform, thus offering potential for a diverse setting, but with increasing distance from former equalizing and de-segregative vigour that portrayed the system in the past.

The Educational Reform Rating Rubric: Example of a New Tool for Evaluating Complex School Reform Initiatives

Field Methods ◽  
2008 ◽  
Vol 20 (3) ◽  
pp. 283-295 ◽  
Author(s):  
Ann G. Bessell ◽  
Marisa Collett Burke ◽  
Miriam Pacheco Plaza ◽  
Okhee Lee ◽  
Jeanne Shay Schumm
Keyword(s):  
School Reform ◽  
Educational Reform ◽  
Reform Initiatives

scholarly journals Arizona Education Tax Credit and Hidden Considerations of Justice

2000 ◽  
Vol 8 ◽  
pp. 37 ◽  
Author(s):  
Michele S. Moses
Keyword(s):  
School Choice ◽  
School Reform ◽  
Educational Reform ◽  
Tax Credits ◽  
Current Debate ◽  
Tax Credit ◽  
Crucial Issue ◽  
Liberal Democratic ◽  
Recent Movement ◽  
Credit Law

The current debate over market-based ideas for educational reform is examined, focusing specifically on the recent movement toward education tax credits. Viewing the Arizona education tax credit law as a voucher plan in sheep's clothing, I argue that the concept of justice underlying the law is a crucial issue largely missing from the school choice debate. I question the libertarian conception of justice assumed by voucher and tax credit advocates, and argue instead that a contemporary liberal democratic conception of justice ought to undergird attempts at school reform. A call for educators and policymakers to concentrate energies on efforts to help needy students rather than on efforts to channel tax dollars toward self- interested ends concludes the article.

scholarly journals REASSESSING EGYPT'S DUAL SYSTEM OF EDUCATION UNDER ISMAʿIL: GROWING ʿILM AND SHIFTING GROUND IN EGYPT'S FIRST EDUCATIONAL JOURNAL, RAWDAT AL-MADARIS, 1870–77

2008 ◽  
Vol 40 (1) ◽  
pp. 130a-130a
Author(s):  
Hoda A. Yousef
Keyword(s):  
School Reform ◽  
Educational Reform ◽  
Educational System ◽  
Teaching And Learning ◽  
Government Schools ◽  
Islamic Schools ◽  
Educational Journal ◽  
Definition Of ◽  
Clean Break ◽  
Parting Ways

The comprehensive attempt at school reform undertaken in Egypt in the 1870s is often depicted as part of a larger process of reform whereby “new” notions of education were irrevocably parting ways with the “old,” creating the outlines of a bifurcated system of education that pitted new modern/secular/government schools against traditional/religious/Islamic schools of Egypt's past. Far from a clean break or clear progression from old to new, however, writers, reformers, and bureaucrats of the time were actively negotiating a shifting educational landscape—one that did not see the path of educational reform necessarily diverging from older modes of teaching and learning. This examination of the era and Egypt's first educational journal, Rawdat al-Madaris (The Garden of the Schools), explores early tensions in the Egyptian educational system. While emphatically espousing an inclusive definition of knowledge (ʿilm), the budding Egyptian educational bureaucracy represented in Rawdat al-Madaris was simultaneously reinforcing certain institutional realities that would profoundly impact how, where, and ultimately at whose hands this knowledge would be imparted

The Role of the School Principal in Educational Reform

2019 ◽  
Vol 28 (2) ◽  
pp. 151-161
Author(s):  
Donal E. Mulcahy
Keyword(s):  
Educational Leadership ◽  
School Reform ◽  
Educational Reform ◽  
Teaching Profession ◽  
School Principal ◽  
Corporate Executive

The quality of educational leadership, and that of the school principal in particular, is an important factor in school reform. This essay addresses concerns that the teaching profession and, as a result, the prospect of school reform is under threat from forces that seek to transform the role of school principal to that of corporate executive. It does so by identifying and examining persistent themes in the work of the Fordham Institute and confronting them with arguments and research that challenges this view.

Successes and Cautionary Notes from a Two-Year Study of the Ohio Network of Education Transformation

2017 ◽  
Vol 26 (3) ◽  
pp. 209-223 ◽  
Author(s):  
Sam Stringfield ◽  
Jacinda K. Dariotis ◽  
Vicki L. Plano Clark ◽  
Amy N. Farley ◽  
Ann Allen ◽  
...  
Keyword(s):  
School Reform ◽  
Educational Reform ◽  
Advancement Via Individual Determination ◽  
Lessons Learned ◽  
Early College ◽  
International Studies ◽  
Reform Implementation ◽  
Individual Determination ◽  
Education Transformation

The Ohio Network of Education Transformation (ONET) funded schools to implement different models of school reform including Advancement Via Individual Determination (AVID), the Asia Society's International Studies Schools Network (ISSN), New Tech, and Early College. This article introduces these four reform models and considers their implementation and impacts for two sites each. Findings from a two-year evaluation focus on overarching themes and lessons learned across reform models. Four subsequent articles present findings from each model in greater detail. Taken together, this set of articles provides an in-depth understanding of educational reform implementation for often understudied reform models.

scholarly journals The Social Construction of School Failure

2000 ◽  
Vol 8 ◽  
pp. 45
Author(s):  
Merylann J. Schuttloffel
Keyword(s):  
Decision Making ◽  
School Reform ◽  
Social Construction ◽  
Educational Reform ◽  
Policy Decision ◽  
Urban School ◽  
School Failure ◽  
School Principal ◽  
The Social

A case study highlights barriers encountered by an urban school principal in implementing reforms within the context of the Kentucky Educational Reform Act. By comparing the competing expectations of Miller's (1995) five capitals and Ianneconne and Lutz's (1970) dissatisfaction theory, the case study dramatizes that Site-Based Decision-Making councils exemplify a policy decision that ignores the practical realities of distressed schools. The lack of congruence between policies and the school reality makes implementation of school reform predictably unsuccessful.

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