scholarly journals Longer School Schedules, Childcare and the Quality of Mothers’ Employment: Evidence from School Reform in Chile

2020 ◽  
Author(s):  
Matias Berthelon ◽  
Diana Kruger ◽  
Catalina Lauer ◽  
Luca Tiberti ◽  
Carlos Zamora
Keyword(s):  
School Reform ◽  
School Schedules

Reducing Student Alienation in High Schools: Implications of Theory

1981 ◽  
Vol 51 (4) ◽  
pp. 546-564 ◽  
Author(s):  
Fred Newmann
Keyword(s):  
High Schools ◽  
School Reform ◽  
Difficult Problem ◽  
Extensive Literature ◽  
Student Life ◽  
School Problems ◽  
Underlying Factor

Student alienation is a difficult problem facing many U. S. high schools. Not only does it adversely affect the quality of student life, but it is an underlying factor in other school problems such as violence, vandalism, and poor achievement. Drawing on an extensive literature, Fred M. Newmann develops six guidelines for reducing student alienation. The guidelines are used to show why current efforts in school reform have failed to provide a comprehensive solution to this increasingly troublesome problem.

The Peter Pan Proposal

1983 ◽  
Vol 53 (4) ◽  
pp. 384-388 ◽  
Author(s):  
Ronald Gwiazda
Keyword(s):  
Public Schools ◽  
School Reform ◽  
Tracking System ◽  
Democratic Process ◽  
Peter Pan ◽  
Positive Side ◽  
Innovative Leadership ◽  
Earthly Paradise ◽  
Social Upheaval

In The Paideia Proposal, the success of our schools is closely linked not only to the success of our political, social, and economic institutions, but also to their survival. According to Mortimer Adler, public schools do not simply reflect social upheaval and shifting values; they cause many of these fundamental changes. On the negative side,the failure to challenge and stimulate students in the classroom "leads to boredom, delinquency,lawless violence, drug dependence, alcoholism, and other forms of undesirable conduct" (p. 36). The "abominable discrimination" of the tracking system threatens the quality of citizenship and the democratic process (p. 15). On the positive side of this potential to alter society, school reform will lead to a properly "educated electorate,"which in turn will ensure "innovative leadership" and the likelihood of our solving our national problems. According to the Proposal, the reformed public schools will "carry us over the threshold" to an "earthly paradise." The brick building at the end of the block is the primary actor in this drama, both the villain and the hero (pp. 77-79).

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.

School Reform

1992 ◽  
Vol 25 (5) ◽  
pp. 276-280 ◽  
Author(s):  
Betty J. Ward
Keyword(s):  
Learning Disabilities ◽  
School Reform ◽  
Global Economy ◽  
The United States ◽  
Learning Needs ◽  
Students With Learning Disabilities ◽  
Students At Risk ◽  
Diverse Learning ◽  
National Joint Committee

The newly articulated goals for education in the United States, many of which are set forth in America 2000: An Education Strategy, cannot be achieved without important school reform. The National Joint Committee on Learning Disabilities (NJCLD) joins with others in calling for school reform and for the development of strategies to improve education. The NJCLD urges that the needs of students at risk for school failure, including those with learning disabilities, be addressed when setting new goals, policies, and practices. This is essential if schools are to meet the diverse learning needs of these students, optimize their achievement, and ensure effective educational outcomes. To ignore the abilities and potentially rich contributions of students with learning disabilities will create imbalance and inequity within the educational system, restrict the quality of life for individuals, and diminish the nation's competitive status within a global economy.

Promise And Peril: Charter Schools, Urban School Reform, and the Obama Administration

2009 ◽  
Vol 79 (2) ◽  
pp. 227-239 ◽  
Author(s):  
Charles Payne ◽  
Tim Knowles
Keyword(s):  
Urban Education ◽  
Charter Schools ◽  
School Reform ◽  
Urban School ◽  
Quality Of Instruction ◽  
Obama Administration ◽  
Potential Effectiveness ◽  
Urban School Reform ◽  
Effective Schooling

In this essay, Charles Payne and Tim Knowles argue that given President Obama's support of charter schools, it is time for educators and policymakers to closely consider both the possibilities and the limitations of these schools in the context of urban school reform. The authors discuss the unique flexibility of charter schools—namely in staffing,time, budgetary autonomy, governance, and protection from district policies—as a significant source of their potential effectiveness. However, they also note the major challenges these schools face, as evidenced by variability in achievement results, sustainability,and quality of instruction. The authors suggest that these strengths and challenges must be considered together, and that the administration must focus on the elements of effective schooling for all children. Drawing upon this kind of evidence,the authors conclude, will lead to a more grounded and less partisan debate about urban education.

scholarly journals Do it with Joy, and You are the Solution: Practical Philosophy as Conversations about Assessment in School

2012 ◽  
Vol 10 (4) ◽  
pp. 475-486 ◽  
Author(s):  
Anne-Beate Reinertsen
Keyword(s):  
School Reform ◽  
Knowledge Production ◽  
Practical Philosophy ◽  
Assessment Practices ◽  
Discursive Field

This article is about assessment, school reform and research considered in a simultaneous and integrated manner. The goal is, through deconstruction and deconstructuralist methods, to develop a more open and nuanced education language for use in assessment, in the school and in research into assessment practices. In conversations about quality in both education and research, language might become that quality of turning pedagogy or research into a discursive field and, ultimately, school into a discursive institution. Hopefully and happily lost, it might then be possible to close the door to authoritative words, thoughts, knowledge, methods, reforms, models, systems and/or institutions, not to forget them but to avoid being captured by them. Knowledge production is regarded as a reflexive and circular inter- or intrasubjective activity through language and a view of school as an institution primarily educating subjects.

Examining the perceptions of curriculum leaders on primary school reform

2016 ◽  
Vol 45 (6) ◽  
pp. 1020-1039 ◽  
Author(s):  
Alan CK Cheung ◽  
Timothy WW Yuen
Keyword(s):  
School Reform ◽  
Curriculum Development ◽  
Primary School ◽  
Curriculum Reform ◽  
Primary Schools ◽  
Sampling Technique ◽  
Structured Interviews ◽  
Made In ◽  
Hong Kong Education

In an effort to enhance the quality of teachers and teaching, and to lead internal curriculum development in primary schools, the Hong Kong Education Bureau created a new curriculum leader post entitled primary school master/mistress (curriculum development) or PSMCD for short. The main purpose of the study was to examine the perceptions of these curriculum leaders on their competence in leading the primary school reform. Using a stratified random sampling technique, 125 curriculum leaders were chosen to participate in the current study. Survey questionnaire and semi-structured interviews were conducted. The findings of the study suggest that PSMCDs in general supported the goals and the rationale of the reform. In addition, they also agreed that moderate progress had been made in implementing the curriculum reform in their school. Though progress had been made in many areas, our findings have highlighted several key challenges that these PSMCDs faced in performing their roles. These challenges include heavy workload, learner diversity in the classrooms, the use of diversified modes for assessment, and having too many reforms at the same time. Implications and recommendations are discussed.

scholarly journals The School Reform Under the Background of the New National College Entrance Examination Reform

2021 ◽  
Vol 5 (11) ◽  
pp. 140-144
Author(s):  
Hong Qiu ◽  
Xiaohong Cheng
Keyword(s):  
School Reform ◽  
Quality Of Education ◽  
Entrance Examination ◽  
College Entrance Examination ◽  
College Entrance ◽  
National College Entrance Examination

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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