Relevant bibliographies by topics / Education reform

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education reform'

Author: Grafiati
Published: 4 June 2021
Last updated: 21 February 2023

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Journal articles on the topic "Education reform"

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Dowson, Chris, Peter Bodycott, Allan Walker, and David Coniam. "Education Reform in Hong Kong." education policy analysis archives 8 (May 20, 2000): 24. http://dx.doi.org/10.14507/epaa.v8n24.2000.

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Since the early 1990s, the pace of educational reform in Hong Kong has accelerated and broadened to incorporate almost all areas of schooling. The reforms introduced during this period can be subsumed under what has generally been labelled the quality movement. In this paper, we review and comment on a number of policy reform initiatives in the four areas of "Quality Education," English Language Benchmarking, Initial Teacher Training and the Integration of Pupils with Special Needs into Ordinary Classrooms. Following a brief description of each policy initiative, the reforms are discussed in terms of their consistency, coherence and cultural fit.
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Dowson, Chris. "Continuing Education Reform in Hong Kong." education policy analysis archives 11 (February 6, 2003): 5. http://dx.doi.org/10.14507/epaa.v11n5.2003.

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Following initiations in educational reform that began in the 1990s, Hong Kong continues to experience considerable pressure for educational reform. On the surface many of these initiatives parallel reform policies/movements in Asia and indeed, globally. The success of any reform is dependent on how it is contextualised prior to and at implementation. In this article, an exploration is made into how reforms in four particular sareas, namely: professional development of principals, higher education, English language standards, and inclusion of students with learning difficulties have been conceived, contextualised and managed in Hong Kong, as it moves gradually toward increased adoption of education reforms. These areas are linked in that each describes and critiques contextualization with reference to areas such as accountability, co-operation and professional control.
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AbuSulayman, AbdulHamid. "Islamic Education Reform." American Journal of Islam and Society 15, no. 1 (April 1, 1998): v—vii. http://dx.doi.org/10.35632/ajis.v15i1.2199.

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The earliest ijtihad, in the face of societal changes, can be traced backto the period of Khalifah Umar bin al-Khattab. The methodology ofjuristic preference (istihsan) was developed later as one way of institutingIslamic reform. It emerged as a response to the inadequacy of themethod of mere deduction. Other forms of intellectual reform can beseen in the works of Al-Ghazali in Ihya’ ‘Ulkn al-Din and Tahafat al-Falsifah, and in Ibn Rushd’s response, Tahafat al-Tahafat.Many of these early efforts toward intellectual reform were individualand accidental in nature and did not reflect any methodological school orinstitution. Reformers and creative thinkers seemed as flashes in the historyof Islamic thought. As the European challenge to the Ummahmounted, and the cultural and scientific imitation failed, many Muslimreformers surrendered themselves to culturally copying Europe whilecontinuing to praise the heritage of the Ummah and the sublime valuesand concepts embedded in its legacy.The movement for Islamization of knowledge tried to dig deep intoIslamic intellectual tradition in order to provide Muslim thinkers with thecapabilities and potential for the reform of contemporary Islamic thoughtand methodology. The genesis of the movement can be traced to the birthof the Association of Muslim Social Scientists in the United States and -Canada (AMSS) in 1972, the establishment of the International Instituteof Islamic Thought (IIIT) in 1981, and the development of theIslamization of Knowledge program of the International IslamicUniversity of Malaysia (IIUM) in 1989.As a result of these efforts, the ideas of Islamization of knowledge andIslamic methodological reform have become central themes in the worksof Muslim scholars, who find that these concepts give direction and purposeto their work. If we use the metaphor of a seed to describe the roleof intellectual and methodological reform in developing and reformingsocieties, then political, economic, technological and all other contributionsand reforms can be seen as the fruits of civilization. The questionthat presents itself is, if the seed is there-meaning proper thinking ...
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Sandow, Dennis, Lee Darling, Robert Stalick, Kathy Schrock, Miriam Gapen, and Kathy Bloom. "Education Reform." Journal of Vocational Rehabilitation 3, no. 4 (1993): 58–69. http://dx.doi.org/10.3233/jvr-1993-3410.

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Makeeva, Dina, and V. Beliy. "Education Reform." Management of the Personnel and Intellectual Resources in Russia 4, no. 6 (December 18, 2015): 31–36. http://dx.doi.org/10.12737/17263.

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Baer, Charlotte, Karen DeCoster, Allyne Pecevich, and Meg Mayo-Brown. "Education Reform." Adult Learning 7, no. 5 (May 1996): 30–31. http://dx.doi.org/10.1177/104515959600700521.

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Pugach, Marleen. "The National Education Reports and Special Education: Implications for Teacher Preparation." Exceptional Children 53, no. 4 (January 1987): 308–14. http://dx.doi.org/10.1177/001440298705300403.

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The preparation of the nation's teachers has undoubtedly received the greatest attention in this era of educational reform. The multiplicity of plans for its reform and their attendant solutions will no doubt affect the way special education teachers are prepared as well. This article examines the content and structure of teacher education as it relates to proposed reforms and considers the impact of those reforms on the existing structure of teacher preparation in special education. Its primary argument focuses on the need to reconceptualize the preparation of teachers of the mildly handicapped as a response to current efforts to improve the preparation of general classroom teachers.
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Zhang, Hongxun. "The Overall Reform Experiment of Elementary and Middle School Education: An Exploration of Education Reform." Science Insights 38, no. 5 (September 29, 2021): 326–31. http://dx.doi.org/10.15354/si.21.re212.

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The overall reform experiment of elementary and middle school education is a reform exploration that touches the whole process of education. Horizontally, it includes various educational factors within the school and vertically includes multiple educational stages. This experiment is based on the overall idea, from the beginning of the experiment in some areas to the whole of China, and systematically designs and comprehensively reforms the various factors that constitute school education at multiple stages. Starting from the background of the overall reform experiment, this paper elaborates on the experiment’s content, history, and impact to objectively and truthfully summarize the experiment, inspire most educators, and explore practical methods for improving the experiment quality education.
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Honig, Bill. "Education Reform Perspective: Prospects for Success in Education Reform." Educational Evaluation and Policy Analysis 8, no. 4 (December 1986): 435–42. http://dx.doi.org/10.3102/01623737008004435.

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Klyachko, T., and S. Sinelnikov-Murylev. "About the Higher Education Financial Reform." Voprosy Ekonomiki, no. 7 (July 20, 2012): 133–46. http://dx.doi.org/10.32609/0042-8736-2012-7-133-146.

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The article deals with higher education reform in Russia. Special attentionis paid to the innovations after the Federal law No 83 was adopted (2010). The authors analyze whether the reforms lead to financial self-dependence of universities, whether they do create a more competitive environment (which promotesa better education), and how the normative per capita financing affects the higher education system. Аnalysis of the first reform steps shows: the results are contradictory, many applied methods do not lead to the desired effect. The main obstacles are other institutions: first of all the system of higher educationinstitutions accreditation and licensing. For further efficiency growth of higher education political (administrative) methods are needed. Only after application of administrative methods the economic methods will work properly. During the reforms it is also necessary to account for the social situation in the country.
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Dissertations / Theses on the topic "Education reform"

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Belha, Lori D. Baker Paul J. Lugg Elizabeth T. "Compulsory education and educational reform in Iowa." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819890.

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Thesis (Ed. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 13, 2006. Dissertation Committee: Paul Baker, Elizabeth Lugg (co-chairs), Ramesh Chaudhari, Robert Hall. Includes bibliographical references (leaves 71-73) and abstract. Also available in print.
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Hanson, Caroline E. "Athletic Training Education Reform." Otterbein University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=otbn161099572507585.

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Morrison, Shannon M. "The Rhetoric of Educational Reform in American Public Education: A criticism of corporate reform attitudes." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1448353920.

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Österman, Marcus. "Education, Stratification and Reform : Educational Institutions in Comparative Perspective." Doctoral thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-332622.

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The main argument of this thesis is that research has to take the institutional character of education seriously. Educational institutions carry considerable weight for outcomes of education and their design is a matter of intense political debate. This work focuses in particular on the institution of tracking that has wide-reaching consequences for the structure of education. The thesis consists of an introductory essay, together with three empirical essays. The empirical essays all acknowledge the main argument but study different outcomes and relationships connected to education. Essay I studies how the institutions of political economy and education together affect equality of income and equality of educational opportunity. This essay contributes to the literature by distinguishing the effects of the different institutions of political economy and education, as well as how they interact to affect the two contrasting conceptions of equality. The results reveal that tracking hinders equality of educational opportunity but is also related to better incomes for vocational education graduates in certain institutional settings. Wage bargaining coordination reinforces the more equal educational opportunities of weakly tracked contexts and improves the relative income of vocational graduates in these contexts. Essay II explores how education and tracking affect social trust. It makes two contributions. First, the empirical approach provides strong support for causal inference. Second, it is the first study to consider how tracking affects social trust. The empirical evidence finds no general effect of educational attainment on social trust, but decreasing tracking has a positive effect on social trust for individuals who come from weakly educated backgrounds. Essay III aims to explain cross-country differences in tracking by focusing on the impact of government partisanship. The study contributes to the literature by being the first comparative study to explore how partisan politics may explain differences in tracking and being one of few comparative studies there are on the topic at all. The results show that tracking is strongly related to a dominance of Christian democratic governments, whereas detracking reforms have mainly been carried out by social democratic governments.
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Hill, Katherine. "Educational Pluralism: Charter Schools as Laboratories for Education Reform." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/cmc_theses/1956.

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This thesis explores educational pluralism in the context of the American public school system and analyzes the charter school movement as a mechanism for education reform. Because charter schools have only existed for 26 years, scholars have yet to understand the effect that they have on our public school system, as well as how they compare with traditional public schools. Rather than trying to determine whether charter schools are better than traditional public schools, I introduce the philosophy behind educational pluralism, examine the evolution of the charter school movement, and analyze states as laboratories for testing new educational practices through charter schools.
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Rutherford, Patricia (Patricia Anne) Carleton University Dissertation Canadian Studies. "Medical education reform in Canada." Ottawa, 1996.

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Roesgaard, Marie H. "Moving mountains : Japanese education reform /." Aarhus : Aarhus university press, 1998. http://catalogue.bnf.fr/ark:/12148/cb400229225.

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Chen, Wen-ning Josephine. "Public sector reform in education : in what way is it reform /." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13762199.

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Kityo, Sylvester. "Primary education reform in Uganda : assimilating indigenous education." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61672.

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Goodell, Joanne E. "Equity and reform in mathematics education." Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/397.

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This study focused on two themes which have recurred in education since the 1980's: equity of educational outcomes for all students and reform in mathematics education. The problem addressed in this study concerned the apparent inability of large- scale reforms to meet equity goals. The purpose of the study was to increase understanding of this problem from both theoretical and practical perspectives. The study was influenced by feminist perspectives in the choice of theoretical framework and methodology. Focusing specifically on gender equity, the study was set in the context of a large-scale reform in the USA, Ohio's Statewide Systemic Initiative, Project Discovery.There were three major objectives in this study. First was to synthesise the literature concerning gender equity in mathematics education to produce a definition of the ideal Connected Equitable Mathematics Classroom (CEMC). There were two parts to the literature review: one concerning explanations for observed gender differences in mathematics education, and another concerning initiatives implemented to try to bring about gender equity in mathematics education.The second objective was to use the definition of the ideal CEMC, derived from the literature, to determine the extent to which reform had occurred in mathematics classrooms in Ohio. This was accomplished through the analysis of quantitative data collected from a random sample of teachers and principals across the state, and qualitative data collected from seven case study sites. The third objective was to determine the barriers to and facilitators of the realisation of equity goals in middle-school mathematics classrooms involved in Project Discovery. This was accomplished through a cross-site analysis of data collected at the seven case- study sites, with the analysis framed around the characteristics of the CEMC.The outcomes of the study are set out in terms of these three objectives, culminating in a discussion of the implications and challenges which the findings of this study pose for researchers, reformers, equity advocates and practitioners.
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Books on the topic "Education reform"

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Education reform. New York: Chelsea House, 2011.

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Paraide, Patricia. Education reform, 2006. Boroko, Papua New Guinea: National Research Institute, 2007.

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Green, Harry A. Education finance reform. Nashville, Tenn. (Ste. 508, 226 Capitol Blvd., Nashville 37243): Tennessee Advisory Commission on Intergovernmental Relations, 1997.

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Science, Department of Education &. Education reform bill. London: DES, 1988.

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Education reform, 2006. Boroko, Papua New Guinea: National Research Institute, 2007.

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Adamson, Frank, Björn Åstrand, and Linda Darling-Hammond, eds. Global Education Reform. New York : Routledge, [2016]: Routledge, 2016. http://dx.doi.org/10.4324/9781315680361.

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US GOVERNMENT. Education sciences reform. [Washington, D.C: U.S. G.P.O., 2002.

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Parliament, Great Britain. Education Reform Bill. London: [s.n.], 1987.

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DeStefano, Joseph. Education reform support today. Washington, D.C: United States Agency for International Development, 2006.

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Education reform in China. New York: Routledge, 2011.

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Book chapters on the topic "Education reform"

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McAndrews, Lawrence J. "Education Reform." In A Companion to Lyndon B. Johnson, 263–77. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444347494.ch15.

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Lobel, Cindy R., and Laura J. Ping. "Education Reform." In Catharine Beecher, 67–81. New York: Routledge, 2022. http://dx.doi.org/10.4324/b23305-7.

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Moustafa, Nariman, Ebtehal Elghamrawy, Katherine King, and Yu Hao. "Education 2.0: A Vision for Educational Transformation in Egypt." In Education to Build Back Better, 51–74. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93951-9_3.

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AbstractThis chapter presents a comprehensive description and analysis of Egypt’s Education 2.0 (EDU. 2.0) reform plan for grades K-2. The reform’s five key components are described including the new multidisciplinary curriculum, technology integration, school management Continuous Professional Development (CPD), access and infrastructure, and reformed assessment. We analyze this reform from five perspectives and conclude that a cultural shift, high-quality CPD, and a robust accountability system are imperative to sustainable educational reform in Egypt. This cannot be achieved without a shared vision and engagement between teachers, parents, and Egypt’s Education Ministry.
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Scott, David. "Global Education and Educational Reform." In Education Systems and Learners, 101–7. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59884-4_6.

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Broucker, Bruno, Kurt De Wit, and Liudvika Leisyte. "Higher Education Reform." In Positioning Higher Education Institutions, 19–40. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-660-6_2.

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Mok, Ka-Ho. "Education Policy Reform." In The Market in Chinese Social Policy, 88–111. London: Palgrave Macmillan UK, 2001. http://dx.doi.org/10.1057/9781403919939_5.

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Campbell, Christopher P. "Education Reform and Sexuality Education." In The Palgrave Encyclopedia of Sexuality Education, 1–11. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95352-2_58-1.

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Frielingsdorf, Volker. "Education Reform and Waldorf Education." In Handbook of Research on Waldorf Education, 374–90. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003187431-34.

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Simpson, Douglas J., and Michael J. B. Jackson. "The Social Aims of Education." In Educational Reform, 43–78. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780203825617-2.

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Simpson, Douglas J., and Michael J. B. Jackson. "The General Education of Teachers." In Educational Reform, 153–85. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780203825617-5.

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Conference papers on the topic "Education reform"

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Bîtcă (Bunghez), Maricica-Dănuta, Gicu-Valentin Dogaru, and Razvan-Ion Chitescu. "Reform of Public Education System in Romania." In International Conference Innovative Business Management & Global Entrepreneurship. LUMEN Publishing, 2020. http://dx.doi.org/10.18662/lumproc/ibmage2020/27.

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From an epistemological perspective, the public education system is a specially developed concept to determine qualitative transformations, superior in the pedagogical reality delimited in a macro-structural context. It reflects a virtual pedagogical reality, important through its superior, formative, open, inexhaustible methodologically and praxeological potential. The main goal of the education system is to educate the further workforce, in this macro-context it is part of the global social system and should be in accordance to the transformation of the society. Education units are the base cells where the education, training programs are design, using the existing infrastructure and human resources, placing the educational process in time and space. In this research, we aim to analyze the mission, organizational and management structures of the public education service in Romania. Unpredictable, education plays an important role in any society that focuses on knowledge. Through it, the personality of the most important resource, the man, is modeled. That is why the education system has to build to provide knowledge and skills comparable with other European Union or worldwide education units.
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ZHANG, YUN-RUI, and KAI-LAI SUN. "THE CONSTRUCTION OF TALENT CULTIVATION MODE OF THE INTEGRATION BETWEEN INDUSTRY AND EDUCATION IN HIGHER VOCATIONAL EDUCATION FROM THE PERSPECTIVE OF “THREE EDUCATIONS” REFORM." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35669.

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With the ever-accelerated updating of higher vocational education reform, it is becoming more and more important to improve the system of vocational education and training, and promote integration between industry and education and cooperation between enterprises and colleges. And we must move faster to bring out the full potential of higher vocational education, and build higher vocational colleges into world-class colleges. In this new era, “Three Educations” reform has become the necessity for the higher vocational colleges to improve the quality of college management and talent cultivation. Aiming to provide a reference for the talent cultivation mode of the integration between industry and education, this article first analyzes the necessity of constructing such mode from the perspective of “Three Educations” reform, and then explores the existing problems, and finally put forwards the possible solutions.
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Li, Chenying. "New Perspective of Art Education Reform in Normal University under Elementary Art Education Reform." In 2017 4th International Conference on Education, Management and Computing Technology (ICEMCT 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemct-17.2017.165.

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Reston, Enriqueta, and Lisa Grace Bersales. "Reform efforts in training statistics teachers in the Philippines: challenges and prospects." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08604.

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In the Philippines, the growing concern in the teaching of statistics at the secondary and tertiary levels is evident in various reform efforts initiated by individuals and professional groups of statisticians. This paper examines the past and on-going individual and institutional activities geared towards teacher training and preparation of statistics teachers in all levels of the Philippine educational system. It presents the Philippine experience as a good example of how the different individuals and groups work together to achieve reforms. Institutional efforts towards statistical capacity building are primarily done through the Philippine Statistical System and the Philippine Statistical Association . The challenges encountered in these reform efforts are examined as basis for recommended courses of action towards more effective institutionalization of reforms in statistics education.
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Sharma, Aarti, Amrita Kaur, Renu Jain, and Neena Mittal. "Education Reform: Role of Social Media in Education." In 2021 International Conference on Computational Performance Evaluation (ComPE). IEEE, 2021. http://dx.doi.org/10.1109/compe53109.2021.9752010.

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Bennett, James Gordon. "Education reform through innovations in communication." In 2012 International Conference on Education and e-Learning Innovations (ICEELI 2012). IEEE, 2012. http://dx.doi.org/10.1109/iceeli.2012.6360586.

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Georgios, Tsirigotis, and Karassavoglou Anastasios. "Reform Proposal for Higher Education Curricula." In 2021 30th Annual Conference of the European Association for Education in Electrical and Information Engineering (EAEEIE). IEEE, 2021. http://dx.doi.org/10.1109/eaeeie50507.2021.9530906.

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Wu, Shujuan, and Na Tang. "Education Informatization and University Teaching Reform." In 2013 the International Conference on Education Technology and Information Systems (ICETIS 2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetis-13.2013.137.

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Tracy-Bronson, Chelsea. "District Research in Inclusive Education Reform." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1581048.

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NAAMAN, Shimon. "THE EDUCATION REFORM: A TEACHERS’ PERSPECTIVE." In International Management Conference. Editura ASE, 2022. http://dx.doi.org/10.24818/imc/2021/02.06.

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Teachers are the stalwart of the education system and the most significant factor affecting its success and achievements, and their commitment to the social, moral and academic education of students is therefore a prerequisite to the success of the education system as a whole. Unfortunately, teachers’ professional status has declined over the years; the system and its teachers yearn for reforms as a means of adapting the system to the twenty-first century. This research examined teachers’ attitudes towards the reforms, a decade after their introduction. Its goal is to discover whether the latest reforms in Israel achieved their goals and improved teachers’ status? This was explored from the teachers’ perspective – professional status, their perceptions of self as teachers. A New Zealand study on teachers’ status notes three primary components: power, money, and fame. Teachers are considered to be of low status, despite the existence of the secondary factors in the professional aspect. They are professionally trained, skilled, and significantly impact the future of society. Nevertheless, none of these factors independently lead to a high professional status. We surveyed 359 middle and high school teachers in Israel and performed a stepwise regression analysis which revealed the presence of three explaining variables. Teacher status can thus be explained through salary, improved image, and empowerment [F(3,296)=61.85, P<0.05]. Predicting variables explained 67.8% of teacher status variance, with the most significant variable explaining teacher status variance being salary – 52.1%.
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Reports on the topic "Education reform"

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Owens, Phillip B. Logistic Transformation and Education Reform. Fort Belvoir, VA: Defense Technical Information Center, April 2002. http://dx.doi.org/10.21236/ada401698.

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Aiyar, Yamini, Vincy Davis, Gokulnath Govindan, and Taanya Kapoor. Rewriting the Grammar of the Education System: Delhi’s Education Reform (A Tale of Creative Resistance and Creative Disruption). Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-misc_2021/01.

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The study was not designed to undertake an evaluation of the success or failure of reform. Nor was it specifically about the desirability or defects of the policy reform choices. It took these reform choices and the policy context as a given. It is important to note that the Delhi reforms had its share of criticisms (Kumar, 2016; Rampal, 2016). However, our goal was not to comment on whether these were the “right” reforms or have their appropriateness measured in terms of their technical capability. This study sought to understand the pathways through which policy formulations, designed and promoted by committed leaders (the sound and functional head of the flailing state), transmit their ideas and how these are understood, resisted, and adopted on the ground. In essence, this is a study that sought to illuminate the multifaceted challenges of introducing change and transition in low-capacity settings. Its focus was on documenting the process of implementing reforms and the dynamics of resistance, distortion, and acceptance of reform efforts on the ground. The provocative claim that this report makes is that the success and failure, and eventual institutionalisation, of reforms depend fundamentally on how the frontline of the system understands, interprets, and adapts to reform efforts. This, we shall argue, holds the key to upending the status quo of “pilot” burial grounds that characterise many education reform efforts in India. Reforms are never implemented in a vacuum. They inevitably intersect with the belief systems, cultures, values, and norms that shape the education ecosystem. The dynamics of this interaction, the frictions it creates, and reformers’ ability to negotiate these frictions are what ultimately shape outcomes. In the ultimate analysis, we argue that reforming deeply entrenched education systems (and, more broadly, public service delivery systems) is not merely a matter of political will and technical solutions (although both are critical). It is about identifying the points of reform friction in the ecosystem and experimenting with different ways of negotiating these. The narrative presented here does not have any clear answers for what needs to be done right. Instead, it seeks to make visible the intricacies and potential levers of change that tend to be ignored in the rush to “evaluate” reforms and declare success and failure. Moving beyond success to understand the dynamics of change and resistance is the primary contribution of this study.
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Wenger, J. W., D. D. Lien, and L. C. Cavalluzzo. Does Education Reform Improve Job Performance. Fort Belvoir, VA: Defense Technical Information Center, August 2003. http://dx.doi.org/10.21236/ada418876.

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4

Wenger, Jennie W., and Diana S. Lien. Does Education Reform Make Recruiting More Difficult? Fort Belvoir, VA: Defense Technical Information Center, October 2005. http://dx.doi.org/10.21236/ada593789.

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Lapcha, Haidar, and Yusra Mahdi. Coalition Building for Better Religious Education Reform. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/creid.2021.002.

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Abstract:
Developing a good pro-pluralism religious education curriculum requires much planning and a deep understanding of the context. In a country like Iraq, where the education system is in decline due to years of conflict, weak governance and management, and a displacement crisis, this becomes a challenging task. This Learning Briefing, prepared during the implementation phase of the Coalition for Religious Equality and Inclusive Development (CREID) project to introduce reform to the religious education curriculum in Iraq, highlights the key areas of best practices and lessons learned from our stakeholder engagement. The aim is to share these learnings with programme managers, donors and partners to help inform future interventions and curricula development on effective approaches and models for improved quality education.
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Hagarty, James N. Education Reform: In Attempting to Achieve Systemic Reform, Are We On or Off Course? Fort Belvoir, VA: Defense Technical Information Center, April 1994. http://dx.doi.org/10.21236/ada288216.

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7

Dave, Dhaval, Nancy Reichman, Hope Corman, and Dhiman Das. Effects of Welfare Reform on Vocational Education and Training. Cambridge, MA: National Bureau of Economic Research, January 2011. http://dx.doi.org/10.3386/w16659.

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Rauch, Daniel E. Can Education Reform in Iraq Build a Better Peace? Fort Belvoir, VA: Defense Technical Information Center, May 2009. http://dx.doi.org/10.21236/ada506266.

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Mosher, Frederic. The Role of Learning Progressions in Standards-Based Education Reform. Consortium for Policy Research in Education, September 2011. http://dx.doi.org/10.12698/cpre.2011.rb52.

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Lawrence, Steven Lawrence. Moving Education Reform Forward: Grantmakers Reflect on a Convening with State and Local Government Education Leaders. New York, NY United States: Foundation Center, June 2011. http://dx.doi.org/10.15868/socialsector.13583.

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