Teachers and Educational Reform during the Progressive Era: A Case Study of the Pittsburgh Teachers Association

Abstract Inspired by the understanding of curriculum as aesthetic text, study on the aesthetics of curriculum has attracted more and more interests in Taiwan. Based on the cultural lens of Taoism, this article aims to explore the theory and implementation of aesthetics of curriculum in a case study. The study found the aesthetics of Taoism in the curriculum can be understood from the aesthetics of relation, and the aesthetics of simplicity and plainness, which lead to the reconstruction of the way of “Being” in education. The aesthetics of curriculum from a Taoist perspective sheds important light on educational reform. In the era of globalization, we should reconsider the implications of curriculum by looking back on and reviving our culture.

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The Federal Law of Education in Argentina: Its Application in the Province of Buenos Aires

Education Policy Analysis Archives ◽

10.14507/epaa.v13n8.2005 ◽

2005 ◽

Vol 13 ◽

pp. 8

Author(s):

María Fernanda Arias

Keyword(s):

Secondary School ◽

Educational Reform ◽

Private Schools ◽

School System ◽

Buenos Aires ◽

Quality Of Education ◽

Federal Law ◽

State Schools

The present work seeks to analyze the results of the educational reform of the secondary school system in Argentina initiated by the Ley Federal de Educación in 1993. This article has chosen Greater Buenos Aires, the biggest conurbation in the country, as a "case study." The methodology used is based on quantitative and qualitative surveys administered to the top authorities of state and private schools in the area. We conclude that the reactions toward the reform are, in general, negative. Furthermore, there are no differences in attitudes between private and state schools. Both of them agree that the worst effect is the leveling down of the quality of education. In other words, the main cause of disagreement is mostly pedagogic.

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Technical Problems and Political Uses of National Assessments in the Argentinian Educational System

Education Policy Analysis Archives ◽

10.14507/epaa.v14n18.2006 ◽

2006 ◽

Vol 14 ◽

pp. 18

Author(s):

Silvina Gvirtz ◽

Silvina Larripa ◽

Verónica Oelsner

Keyword(s):

Educational Reform ◽

Evaluation System ◽

The Political ◽

Educational Systems ◽

Political Dimension ◽

Technical Problems ◽

Effective Use

This article presents results from different research investigations which have explored the relations between the technical and the political dimension of the assessment of educational systems. The case study taken on for this matter is the national evaluation system in force in Argentina since 1993. In the first part we present some technical problems which the implementation of this system has encountered in this country. In the second part we carry out an analysis of these technical inconveniences, within the political context of educational reform in which the evaluation system arises and develops. In addition, we present an analysis of the effective use of the information provided by the evaluations. Finally, in the conclusions, we present some considerations on the role of national evaluations in educational reform contexts, and on the prospects of their consolidation as systems which inform in a valid and reliable form about the course of education in the mid and long term.

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