educational reform
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2021 ◽  
Vol 2 (6) ◽  
Author(s):  
Yingli Lu

As the development of society and economy, increasing effort s are made in education and reform in both teaching and education. The number of college teachers at young age bracket is expanding, whose teaching ability pose influence on the quality of college education and teaching. Therefore, the teaching ability of young teachers has become a key issue for the smooth development of teaching management and reform in colleges and universities. This paper will first analyze the current situation of the teaching ability of young teachers in colleges and universities, and then studies can be conducted in the strategies to improve the teaching ability of young teachers in colleges and universities from various aspects and angles, so as to promote the process of educational reform in colleges and universities.


Author(s):  
Elena Stasewitsch ◽  
Sofia Dokuka ◽  
Simone Kauffeld

AbstractInnovation in higher education teaching is essential to respond to global challenges and actively improve teaching (e.g. through new technologies), necessitating the implementation of educational reform programmes that fund educational innovations. Although currently deployed strategies frequently promote networks between innovators to diffuse educational innovations, little is known about the efficiency of these networks or whether they promote innovation diffusion. This study investigates a network comprising 88 higher education teachers who received funding for their educational innovations in a German university. We collected longitudinal data by asking higher education teachers from whom they adopted innovative teaching ideas and requesting self-reports on innovative teaching climate. Our findings show that the teachers’ social network had a smaller path length and more clustering than might be expected by chance. This observation might indicate that the examined educational innovation network exhibits a small-world property and allows efficient exchange of ideas among the teachers. In line with our hypotheses, the network’s initial tendency toward hierarchy and homophily decreased over time in response to strategies and network interventions. In summary, this study provides initial empirical support that educational reform programmes can create efficient educational innovation networks, facilitating innovation diffusion and promoting change in higher education teaching.


Author(s):  
Tetiana Palko

The article deals with the new opportunities for teachers’ creative self-realization and self-improvement in the context of educational reform with the application of the Framework for Continuous Professional Development of Teachers. The relevance of this topic is caused by the search for mechanisms of self-reflection, self-actualization, and self-development of the teacher. This is encouraged by the Teacher Framework for Continuing Professional Development, which is a guideline for creating innovative models of professional development of teachers. The purpose of the article is to reveal new opportunities for teachers’ creative self-realization and self-improvement in terms of educational reform with the application of the Framework for Continuous Professional Development of Teachers. We have used the analysis of scientific developments and the sources on the problem of continuous professional development of a teacher, psychological and pedagogical, educational and methodological literature, information sources on the problem of research. As a result of the study we have found out that supporting the continuous professional development of teachers using the Framework for Continuing Professional Development of Teachers is an effective tool for reflective analysis and reconstruction of their professional path, and therefore − a necessary condition for professional growth. So, an important component of the roadmap of professional development of the teacher is awareness of the teachers of his\her professional role as a facilitator of learning. A motivated teacher, who uses the Framework for Continuing Professional Development, can anticipate and design the trajectory of their growth, success in teaching, opportunities and obstacles to achieving goals The analysis of scientific literature, information sources on the research problem shows that self-reference acquires special significance for teachers of all levels from a novice teacher who has just chosen this profession to a creative professional.


2021 ◽  
pp. 23-48
Author(s):  
Philip Kitcher

The history of educational policy shows a process of lurching from one attractive ideal to another. In undertaking systematic educational reform, it’s important to identify the major goals for the developing individual. This chapter identifies three such goals: the capacity to maintain oneself, the ability to function as a responsible citizen, and the opportunity for finding and pursuing a fulfilling life. After offering preliminary characterizations of these goals, it discusses the difficulties that arise in attaining them.


2021 ◽  
Vol 121 ◽  
pp. 77-84
Author(s):  
John Schlueter

In this article, I trace the history of the substitution of education reform for economic reform in order to ask, and answer, this question: why do we continue to imagine that (higher) education is where we, finally, achieve equality?  The substitution of education reform for economic reform begins in the early 1960’s with the landmark “Coleman Report.”  I argue that this report, and others that followed, show conclusively that economic inequality simply reproduces itself, and no amount of educational reform can make up for its devastating effects.  However, at this very same time, education reformers begin to believe that educational “achievement” is the cause of increased economic opportunity and equality, rather than an effect of (un)equal economic status.  This confusion of cause and effect not only distracts us from meaningful economic reform, it also puts tremendous pressure on teachers and institutions. Finally, and fatally, substituting educational reform for economic reform remakes equality itself into something that is earned rather than given. 


2021 ◽  
pp. 3-41
Author(s):  
Douglas J. Simpson ◽  
Michael J. B. Jackson
Keyword(s):  

2021 ◽  
pp. 167-178
Author(s):  
Maura Sellars ◽  
David Imig
Keyword(s):  

2021 ◽  
Author(s):  
Douglas J. Simpson ◽  
Michael J. B. Jackson
Keyword(s):  

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