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Journal articles on the topic 'Education reform'

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Published: 4 June 2021

Last updated: 21 February 2023

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1

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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2

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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4

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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7

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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8

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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9

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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10

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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Laitsch, Dan. "K-12 Voucher Programs and Education Policy." education policy analysis archives 10 (December 4, 2002): 48. http://dx.doi.org/10.14507/epaa.v10n48.2002.

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Since the 1983 report, A Nation at Risk, the performance of public schools has been increasingly scrutinized, and a variety of reforms designed to increase student achievement enacted. Among the reforms discussed, much attention has focused on increasing choice and competition in education. While the effectiveness of market oriented reforms have been widely debated, little research has been completed that examines policy maker attitudes toward market reform of education. This study used a researcher designed survey to examine policy maker attitudes toward education and education reform in general, as well as the issue of vouchers more specifically. Findings suggest that policy makers generally accept the market arguments used by voucher supporters, but are also sympathetic to equity concerns and funding issues raised by voucher opponents. Additionally, while more policy makers responding to this survey supported some type of voucher program than opposed vouchers, when viewed in the broader context of reform options, vouchers did not rate highly.

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Inamullah, Hafiz Muhammad, Hafiz Hifazatullah, Muhammad Sarwar, Naeemullah Khan, and Khalid Sultan. "Reforming The Madrassah System Of Education In Pakistan." Contemporary Issues in Education Research (CIER) 3, no. 4 (November 8, 2010): 43. http://dx.doi.org/10.19030/cier.v3i4.196.

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The unfortunate attacks of 9/11 forced the government to reform madrassah education programs. The aim of this article is to discuss the reform and its results and points of view, as well as the reaction of the Islamic seminaries toward these madrassah reforms.

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13

PAUL, JAMES, BETTY EPANCHIN, HILDA ROSSELLI, and ALBERT DUCHNOWSKI. "The Transformation of Teacher Education and Special Education." Remedial and Special Education 17, no. 5 (September 1996): 310–22. http://dx.doi.org/10.1177/074193259601700507.

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As public schools implement the national reform agenda and as educational philosophy and practice reflect the changes in culture and science, teacher educators are finding themselves needing to make more extensive changes in their programs and in themselves. what follows is a discussion of the changes in one department of special education that restructured all aspects of its program in order to respond to educational reforms in institutions of higher education and to the reforms relative to services integration. addressing the broad reform agendas that cut across and integrate fields of education, social welfare, public health, and other service systems has resulted in changes both within the university of south florida and between the university and the community. a major focus of this article is on our attempt to address the changing needs of teachers and schools. a discussion of the national and local contexts of our work, and the philosophy guiding our research and program development, is followed by a description of specific changes in our approach to teacher education and our work in the community.

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14

Jahanshahi, Babak, and Arash Naghavi. "Education reform and education gaps." Applied Economics Letters 24, no. 19 (January 25, 2017): 1385–88. http://dx.doi.org/10.1080/13504851.2017.1282110.

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15

Scott M. Fuess Jr. and Nancy D. Mitchell. "General Education Reform:." Journal of General Education 60, no. 1 (2011): 1. http://dx.doi.org/10.5325/jgeneeduc.60.1.0001.

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16

Kutlimuratovna, Shamuratova Khurliman. "Preschool education reform." ACADEMICIA: An International Multidisciplinary Research Journal 11, no. 9 (2021): 152–55. http://dx.doi.org/10.5958/2249-7137.2021.01885.1.

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Portz, John. "Supporting Education Reform." Urban Education 35, no. 4 (November 2000): 396–417. http://dx.doi.org/10.1177/0042085900354002.

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18

Lederman, Leon M. "Science education reform." Physics Teacher 38, no. 9 (December 2000): 518–19. http://dx.doi.org/10.1119/1.1341935.

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19

Boelen, C. "Medical education reform." Academic Medicine 67, no. 11 (November 1992): 745–9. http://dx.doi.org/10.1097/00001888-199211000-00007.

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20

Sexton, Stuart. "Radical Education Reform." Journal of Education 176, no. 2 (April 1994): 1–5. http://dx.doi.org/10.1177/002205749417600202.

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21

Moore;, J. A. "Science Education Reform." Science 282, no. 5387 (October 9, 1998): 239e—239. http://dx.doi.org/10.1126/science.282.5387.239e.

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22

Bhayani, Sam. "Medical Education Reform." JAMA: The Journal of the American Medical Association 265, no. 24 (June 26, 1991): 3245. http://dx.doi.org/10.1001/jama.1991.03460240041015.

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23

Witte, Marlys H. "Medical Education Reform." JAMA: The Journal of the American Medical Association 265, no. 24 (June 26, 1991): 3245. http://dx.doi.org/10.1001/jama.1991.03460240041016.

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24

Small, J. M. "Reform in Canadian Universities." Canadian Journal of Higher Education 24, no. 2 (August 31, 1994): 1–15. http://dx.doi.org/10.47678/cjhe.v24i2.183560.

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This article reports a survey of academic vice-presidents and deans of Canadian universities which was undertaken in 1991. The focal topic was reform (defined as significant change), and perceptions of reform occurring over the past three years were derived by means of a questionnaire. Many changes were reported, giving the impression of highly responsive institutions, but these reforms were seen to be modest rather than bold in nature and reactive rather than pro-active. The major environmental influence impelling change was the level of funding. The reforms perceived to be most frequent and significant were mandate changes arising from strategic planning, responses to funding constraints, curriculum expansion, coping with increased student numbers, changes in administrative structure especially at the vice-presidency, and more democratic decision-making. Respondents were generally supportive of the goals which were perceived to lie behind the reforms but were not convinced that significant progress towards goals was actually being achieved. A comparison with reform in other parts of the world revealed that Canadian universities follow the decentralized ad hoc pattern found in federal nations, but there is reason to hope that strategic planning will produce a clearer sense of direction than has been typical elsewhere. The report concludes that the claim that universities are not responsive to changing societal needs is unwarranted, but that more significant lasting reforms are needed.

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Datnow, Amanda, Geoffrey D. Borman, Sam Stringfield, Laura T. Overman, and Marisa Castellano. "Comprehensive School Reform in Culturally and Linguistically Diverse Contexts: Implementation and Outcomes from a Four-Year Study." Educational Evaluation and Policy Analysis 25, no. 2 (June 2003): 143–70. http://dx.doi.org/10.3102/01623737025002143.

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This article presents findings from a 4-year study of 13 culturally and linguistically diverse elementary schools implementing comprehensive school reform (CSR) models. The study focused on: (a) the actions at the state and district levels that facilitated or inhibited reform implementation; (b) the adaptability of the various reforms in multicultural, multilingual contexts; and (c) the student achievement outcomes associated with reform, for schools as a whole and for language minority students in particular. Some schools implemented reforms and bilingual education programs in mutually supportive ways; others had difficulty adapting reforms to suit the needs of Limited English Proficient (LEP) students. Reforms generally helped educators meet goals for multicultural education, but in some cases, educators’ beliefs about student ability, race, and language served as constraints to reform. Students from CSR schools had achievement outcomes that were generally equivalent to those for students from matched comparison schools. Under some circumstances, though, LEP students and their English-speaking peers from CSR schools outperformed their comparison school counterparts.

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26

Brook, Diane L. "Education Reform in Democratic Spain.:Education Reform in Democratic Spain." Anthropology Education Quarterly 28, no. 4 (December 1997): 612–13. http://dx.doi.org/10.1525/aeq.1997.28.4.612.

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27

Zhou, Donghua, and Shan He. "Performance Management of Education and Teaching Reform Based on Convolutional Neural Network." Mobile Information Systems 2022 (May 28, 2022): 1–9. http://dx.doi.org/10.1155/2022/5321629.

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The teaching reform of higher education has always attracted much attention, and higher education has been the key object of the national education reform. The quality of higher education, the quality of talent training, the quality of scientific research, the quality of social service, and the structure to produce characteristics must all be improved. The success of higher education teaching reform is not only related to the quality of university personnel training and important task of serving the society, but also related to connotative development of universities and sustainable development of higher education. Education and teaching reform is an all-round and systematic project, which involves reforms in different aspects, such as teaching management, teacher teaching, professional setting, and curriculum development. The outcome of the extended efforts and practical advancements in education teaching reforms is to evaluate the effects and achievements of these reforms. However, the reforms and achievements of education and teaching are much higher and effective in comparison to improvements in theoretical research and practical experience. Therefore, this work is based on the CNN (Convolutional Neural Network) and designed an intelligent model for the evaluation and management of peer-to-peer education and teaching reform achievements. This work contributes in the following three manners: (I) It includes construction of a deep one-dimensional CNN and sends relevant data of college education and teaching reform into network with the objective to realize adaptive feature extraction and high-accuracy evaluation. (II) It also realizes the management of higher education teaching quality. (III) It aims to show a greater impact of hyperparameters in the CNN performance, genetic algorithm. This proposition is to optimize hyperparameters. It proves the validity and authenticity of this work through systematization, logic, and experiment.

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Pulkkinen, Jonna, Eija Räikkönen, Markku Jahnukainen, and Raija Pirttimaa. "How do educational reforms change the share of students in special education? Trends in special education in Finland." European Educational Research Journal 19, no. 4 (December 10, 2019): 364–84. http://dx.doi.org/10.1177/1474904119892734.

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Recent European and global trends in education have been to promote inclusive education and expand education, resulting in the increased provision of special education. In promoting inclusive education, recent special education reforms have also aimed to curtail the rise in identification rates for students in special education, for example, by focusing more on early support and discontinuing fiscal incentives to identify students with special educational needs. Using official special education statistics, we studied how Finland’s special education system reforms changed the share of students in special education. In addition, we examined variations in special education provisions among municipalities before and after the reforms, and identified municipal-level predictors of variations. This study utilised piecewise linear latent growth curve modelling to analyse changes, thereby providing an example of how this method can be applied in policy reform studies. The results indicated, in particular, that the funding reform has incentivised municipalities to decrease identification rates for students in special education and to diminish special education provision. However, different municipalities have different special education provisions and have changed these provisions in varied ways. In particular, we found that small and large municipalities differ in special education practices and reform implementation.

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Konstantopoulos, Spyros, and Larry V. Hedges. "How Large an Effect Can We Expect from School Reforms?" Teachers College Record: The Voice of Scholarship in Education 110, no. 8 (August 2008): 1611–38. http://dx.doi.org/10.1177/016146810811000803.

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Background/Context Determining the effectiveness of reform strategies is a major part of the current and future educational research agenda. Effects of education reforms will be evaluated largely quantitatively, and an important aspect of this work will be judging how well reform strategies work. The rhetoric of contemporary school reform suggests two somewhat different solutions to the problem of the interpretive frame. One solution is derived from the idea that the goal of school reform is to reduce the achievement gaps between minority groups such as Blacks or Hispanics and Whites, rich and poor, and males and females. The second solution is derived from a similar idea that school reforms are intended to reduce the achievement gap between lower and higher achieving schools. Purpose The purpose of this paper is to explore these two alternative frameworks for interpreting the effects of school reforms and to gain insight about the implications of each of the frameworks for interpreting these effects. Research Design We use NAEP trend data and examine empirical evidence about the implications of these two frameworks for judging the effects of school reforms. Our study is correlational and uses observational data from the 1970s, 1980s, and 1990s. Findings We find that these two frameworks lead to different judgments about whether the effects of reforms are large enough to be important. We argue that the normative distribution of school effects framework is more appropriate than the other framework for interpreting the likely magnitude of school reform effects. In addition, we show that interpreting the magnitude of the effects of school reforms in terms of individual variation and the achievement gaps between important student groups may not only be disappointing, but also misleading. Conclusions/Recommendations The results of this study can be used to provide a way to obtain plausible reform effects for designing studies of school reform. The results of this study can also provide a context in which to evaluate the results of studies of the effectiveness of school reform in terms of national data. Our study also illustrates one way in which survey data can contribute to evidence-based policy formation. The distribution of the observed school effects provides a basis for estimating plausible effect magnitudes for planning intervention studies. The analyses of school effects can also provide a context for interpreting treatment effects within the context of the observed variation. It permits the policy researcher to explain the implications of reform effects within the backdrop of observed variation within which any intervention will operate.

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30

Wong, Lok-Sze. "Administrators’ unintentional sensegiving and system reform outcomes." education policy analysis archives 27 (January 14, 2019): 3. http://dx.doi.org/10.14507/epaa.27.3854.

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One popular diagnosis for the problem of inequitable educational opportunities is the need for schools and schooling systems to undergo systemic change. While research shows that leadership support is essential for implementing system reforms, critical questions remain about how leaders help shift other’s understandings and practices. Employing the theory of sensegiving, this longitudinal, multiple-case study examines how administrators help teachers and other administrators make sense of a system reform during the first two years of implementation. I found that administrator’s unintentional sensegiving complicated others’ understandings of the new system reform, which complicated implementation. Based on these findings, I introduce the concept of unintentional sensegiving to theorize how leaders can give sense in ways they do not intend, yet have large impacts on how others understand and respond to a reform. Before championing a system reform, leaders deserve opportunities to (a) become familiar with the details of that reform and system reforms in general; (b) carefully study their existing systems, including their local contexts, and consider what dynamics might be created when they implement the new reform; (c) explore how their existing systems could shift to match the design of the system reform; and (d) practice drawing on their wells of knowledge to help others shift their understandings about their practice.

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Wang, Xinyan, and Jiqing Zhang. "The Value Orientation of Teaching Reform in the Era of Smart Education." Review of Educational Theory 4, no. 2 (May 13, 2021): 47. http://dx.doi.org/10.30564/ret.v4i2.3123.

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Based on the influence of the era of smart education on education and teaching, this article discusses the humanistic, social, cultural, and practical rationality of teaching reform in the era of smart education from the development trend of the integration of teaching reforms and information technology. Grasping the theoretical basis of teaching reform under the background of the new era will play a proper guiding role in the practice of teaching reform.

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Simola, Hannu. "Firmly Bolted into the Air: Wishful Rationalism as a Discursive Basis for Educational Reforms." Teachers College Record: The Voice of Scholarship in Education 99, no. 4 (January 1998): 731–57. http://dx.doi.org/10.1177/016146819809900404.

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The aim of this article is to promote a better understanding of the problematic relations between public reform discourse and the reality of schooling. The subject is the paradox of educational reforms: while superficially decisive, they seem, at the same time, to be deficient and insufficient. The article proposes that one explanation for this “vicious circle” of educational reform might be traced to the discursive dynamics of school reform rather than to the reforms themselves. The article is based on empirical findings and theoretical constructions developed in a Finnish study. Although the case is limited to a peripheral and small country, it may have more general implications. The analysis of changes in official Finnish school discourse since the late 1960's identifies four characteristic features: individualization, “disciplinization,” goal rationalization, and decontextualization. These changes then constitute a curious intertwining of utopianism and rationalism, a “wishful rationalism,” as a tacit discursive principle of the authoritarian approach to school reform. Reading official school discourse with this specific logic in mind seems to reveal something about the inner dynamics and paradoxes of educational reform.

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Joksimović, Ljubinka, and Slavica Manić. "Exploring Education and Education Reforms from the Complex Systems Point of View." Economic Themes 56, no. 1 (April 1, 2018): 1–15. http://dx.doi.org/10.2478/ethemes-2018-0001.

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Abstract The main motivation for this paper is that a negligible number of reforms in education systems, initiated all over the world, proved to be successful in terms of bringing desired results in promoting educational practice and its final goal - the promotion of students’ learning and knowledge. Regarding the education system and its reform a change of paradigm has recently happened. In some cases, changes were made gradually, whereas in other cases it was completely abandonment of treating them as complicated systems with simple interventions and solutions toward the recognition and respect of their true complex nature. So, this reviewed paper explores new insights and tools derived from the theory of complexity. They can help to better understand and navigate the education system and its reform. Becoming familiarised with methodological implications of viewing the education system and its reform as complex system is recommendation for different stakeholders included in education system, such as teachers, students, researchers, administrators and policy makers. Advance awareness of both urgency and opportunities of analysing and respecting the education system as a complex system would contribute to better understanding the essence of dynamic wholeness of education and, for sure, would provide desired results of educational reform. For all of us that means more successful coping with the world characterised by a growing number of complex systems with growing intensity.

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Joseph, Stephen. "The Politics of Education Reform: Practices That Militate Against Change in a Developing Country." International Journal of Educational Reform 29, no. 4 (April 8, 2020): 371–84. http://dx.doi.org/10.1177/1056787920917389.

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Utilizing a conceptual approach, this study explores several political factors that coalesced to paralyze secondary education reform initiatives in Trinidad and Tobago. It discusses how changes in government impact reform priorities, and examines key strategies for overcoming political obstacles. One such strategy is the application of incremental rather than synoptic approaches to education reform. While most education reforms occur as a result of political action, the paper concludes that politicians are the ones largely responsible for presenting political challenges that often result in aborted reform policies, which negatively impact the general quality of education in a developing country.

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Balatsky, Evgeny V., and Natalia A. Ekimova. "Factors of Technological Modernization in Russia and Typical Mistakes of Institutional Reforms." Journal of Economic Regulation 11, no. 4 (2020): 006–21. http://dx.doi.org/10.17835/2078-5429.2020.11.4.006-021.

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The paradox of innovative insensitivity (insensitivity) of the Russian manufacturing sector is considered in the article. It consists in the implementation by the authorities of various and large-scale initiatives to accelerate the technological modernization of the Russian economy with extremely low returns from them. To illustrate this paradox, we consider a retrospective of institutional reforms in science, higher education, and the manufacturing sector. For a deeper understanding of failures in the field of acceleration of technological progress, the reform theory and the general theory of social development are combined, which allows us to obtain an adequate analytical apparatus. A typology of mistakes made during the reform of the Russian economy modernization has been developed. This typology includes six types of mistakes: the direction of the reforms (wrong priorities of reform); the instruments of reform (inadequate methods of control); the scale of the reform (too large or too small a program of changes); speed of reform (excessively fast or extremely delayed reform); inconsistency of the reform (radical change of the reform vector); inconsistency of reforms (lack of consistency of reforms in complementary areas: technology, institutions, culture and welfare). All these types of mistakes are illustrated by two real examples, mainly from the field of science and higher education. The possibility of applying typology in the practice of designing and implementing reforms is considered.

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Balatsky, Evgeny V., and Natalia A. Ekimova. "Factors of Technological Modernization in Russia and Typical Mistakes of Institutional Reforms." Journal of Economic Regulation 11, no. 4 (2020): 006–21. http://dx.doi.org/10.17835/2078-5429.2020.11.4.006-021.

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The paradox of innovative insensitivity (insensitivity) of the Russian manufacturing sector is considered in the article. It consists in the implementation by the authorities of various and large-scale initiatives to accelerate the technological modernization of the Russian economy with extremely low returns from them. To illustrate this paradox, we consider a retrospective of institutional reforms in science, higher education, and the manufacturing sector. For a deeper understanding of failures in the field of acceleration of technological progress, the reform theory and the general theory of social development are combined, which allows us to obtain an adequate analytical apparatus. A typology of mistakes made during the reform of the Russian economy modernization has been developed. This typology includes six types of mistakes: the direction of the reforms (wrong priorities of reform); the instruments of reform (inadequate methods of control); the scale of the reform (too large or too small a program of changes); speed of reform (excessively fast or extremely delayed reform); inconsistency of the reform (radical change of the reform vector); inconsistency of reforms (lack of consistency of reforms in complementary areas: technology, institutions, culture and welfare). All these types of mistakes are illustrated by two real examples, mainly from the field of science and higher education. The possibility of applying typology in the practice of designing and implementing reforms is considered.

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37

Lee, Michael H. "A Tale of Two Cities: Comparing Higher Education Policies and Reforms in Hong Kong and Singapore." Australian Journal of Education 46, no. 3 (November 2002): 255–86. http://dx.doi.org/10.1177/000494410204600303.

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In Hong Kong and Singapore, the latest higher education policy changes and reforms have emphasised quality assurance, managerial efficiency, cost-effectiveness, market relevance and public accountability. The rise of a more utilitarian, pragmatic and market-oriented perspective in relation to public service institutions, including higher education institutions, has secured the dominance of corporate managerialism, economic rationalism, and academic capitalism in the development of higher education in the two city-states, as in other developed or developing economies. In the process of reform, there have been major changes in the relationships between the governments and the universities, including matters of finance, provision and regulation. Though the two higher education systems have been affected by similar market forces and public sector reforms, certain policy changes and reforms have differed significantly between Hong Kong and Singapore. This article compares and evaluates the reform policies adopted by the two governments and examines the impact of those policies and reform initiatives on universities and the academic profession.

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Shin, Doh C., and Jack R. Vanderslik. "Education Reforms and Student Achievement in the American States." Korean Journal of Policy Studies 6 (December 31, 1991): 27–39. http://dx.doi.org/10.52372/kjps06003.

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The educational reforms by the states in the early 1980s were aimed at toughening the school environment and enriching student learning. Critics said that gains in schooling and learning are incompatible goals. We found small but consistent gains in learning, but inconsistent consequences of reform on schooling. State-imposed reforms accomplished more in learning than schooling, but the measurement of educational changes are too rough to make elaborate statistical analyses fruitful. "Legislators legislated. Bureaucrats regulated. Commissions wrote reports. And all these groups pointed fingers and accused. The result was inability to address the real issues of schooling in America." Mary Hatwood Futrell (1989) "Don't destroy education reform now; it's working." Bill Honig (1990) "Many states have beefed up academic requirements for high school graduation. Much has been heard of stiffer certification requirements for teachers. The spasms have given us more homework for students, merit pay for teachers, career ladders, alternative schools, something for everyone. And the level of academic achievement across the nation is pathetic. James Kilpatrick (1990) "Reforms in public schools to date have been superficial and that nothing short of restructuring is needed. " Chris Pipho (1989)

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Olsen, Brad, and Lisa Kirtman. "Teacher as Mediator of School Reform: An Examination of Teacher Practice in 36 California Restructuring Schools." Teachers College Record: The Voice of Scholarship in Education 104, no. 2 (March 2002): 301–24. http://dx.doi.org/10.1177/016146810210400205.

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Our analysis investigates variations among intended reforms as demonstrated by observed teacher practice in 36 California restructuring schools. We identify a series of individual and school-wide influences that shape any teacher's relationship to the particular reform(s), therefore leading each teacher to mediate the reform(s) in individual ways. This paper posits a theoretical model of the teacher-as-mediator process which we use to shed analytic light on the “black box” of the teacher-as-mediator role in the reform process. We use data collected over 3 years in 36 schools to highlight a process whereby three concurrent strands of “mediating influences” (the formal implementation process, school-wide influences shaping climate, and individual influences on the teacher) interrelate to mold each teacher's disposition to implement the particular reform. This disposition, which we call “individual's mediating responses,” determines the shape, color, and tenor of the reform as it unfolds through teacher practice in the classroom. This produces the variation between teachers in a given school, between departments, between schools adopting similar reforms, and the discrepancy between intended reform consequences on the one hand and actual classroom practices on the other. Our essay illuminates the mediation process by identifying and illustrating lines of influences on teachers enacting reform and by exploring how those influences interrelated in practice. Our conclusion offers a series of questions researchers and policy makers may wish to take up as they consider how to better align school-wide reform efforts with actual practices of classroom teachers.

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Gaveika, Artūrs. "TRENDS OF LEGAL EDUCATION REFORM IN LATVIA." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 25, 2018): 113. http://dx.doi.org/10.17770/sie2018vol1.3387.

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In 2015 the Ministry of Justice of the Republic of Latvia initiated reform of legal education in Latvia in order to achieve higher quality of legal education. As the most appropriate reform tool to solve this problem, a single lawyer qualification examination and the elimination of the profession of legal adviser were adopted. At the beginning of these reforms, there was no detailed study of the reasons for the lack of quality in legal education and was not audited the study programs of the relevant higher education institutions. The quality of legal education in Latvia has become a subject of public discussion for a considerable amount of time. In 2017, the Rezekne Academy of Technologies was forced to start new study programs development due to elimination of the profession of legal adviser and to create additional opportunities for student quality education in connection with the implementation of a single lawyer's professional qualification examination. The article is dedicated to issues and perspectives of legal education reforms. The study used: the method of legal analysis, studying the progress of legal education reforms, requirements of regulations in the context of the topic and analyzing the quality of legal profession standards and compliance of society, the national economy needs and the impact on the content of study programs in RTA and other higher educational institutions. The comparative method has been used to find out and compare the opinions of experts - employers, university lecturers and students, including RTA students.

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Wang, Hao. "Higher Vocational College Physical Education Situation Analysis and Reform." Advanced Materials Research 1044-1045 (October 2014): 1611–14. http://dx.doi.org/10.4028/www.scientific.net/amr.1044-1045.1611.

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In recent years, Chinese higher vocational education reform has made great achievements. However, physical education reform, as one part of the higher vocational education, lags far behind other curriculum reforms. Along with the rapid development of higher vocational education in our country, the number of higher vocational colleges has become larger than that of undergraduate colleges. But, quite a few higher vocational colleges are upgraded from secondary vocational schools. Although they still belong to the institutions of the higher learning, the educational ideas and positioning of them are totally different from those of undergraduate colleges. So the teaching reform of physical education must change based on the new situation of higher vocational physical education teaching environments. Through the analysis about the present situation of higher vocational colleges, the author puts forward the idea and thoughts of education reform as below.

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Moon, Yong-lin. "Education reform and competency-based education." Asia Pacific Education Review 8, no. 2 (August 2007): 337–41. http://dx.doi.org/10.1007/bf03029267.

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Constable, Robert T. "Adaptive Education and Special Education Reform." Children & Schools 9, no. 2 (1987): 78–80. http://dx.doi.org/10.1093/cs/9.2.78.

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Kerchner, Charles T., and Douglas E. Mitchell. "Teaching Reform and Union Reform." Elementary School Journal 86, no. 4 (March 1986): 449–70. http://dx.doi.org/10.1086/461462.

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Zhou, Bin. "From Scale to Quality: Experiences and Challenges in Teacher Education in China." ECNU Review of Education 2, no. 2 (June 2019): 196–204. http://dx.doi.org/10.1177/2096531119853081.

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Purpose: This essay examines the history of China’s teacher education policies, summarizes the Chinese experience of teacher education reform, and frames the major challenges facing teacher education reform in China today. Design/Approach/Methods: This relies upon a detailed analysis of the teacher education policies implemented by China since 1978. It also explores the actual practice of Chinese teacher education reform by examining the ways in which such reforms have contributed to the overall reform of China’s basic education system. Findings: Chinese teacher education places emphasis on the cultivation of teachers’ devotion to education and the importance of improving the teaching skills of normal college students. An effective teacher governance mechanism is the institutional guarantee for the positive role of teachers. However, the absence of comprehensive universities in the open teacher education system and a lack of autonomy for teachers in the performance management system are major challenges facing teacher education in China. Originality/Value: This essay has outlined the most current and recent reform efforts in China’s teacher education. It also explores how such efforts fit into the larger scheme of basic education reform in China.

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Allen, Rebecca. "Education Policy." National Institute Economic Review 231 (February 2015): R36—R43. http://dx.doi.org/10.1177/002795011523100105.

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This article summarises the 2010–15 Coalition government's education policy, contrasting their attempts to liberalise education markets with the desire to impose a highly traditional curriculum. The government's quite radical reforms have not been easy to implement, taking place against severe budgetary constraints and a minority Coalition partner with ambitions to improve the educational outcomes of children from low income families. It could be argued that the reforms have been successfully implemented, and there is little prospect of wholesale reversal by any future government. However, their combative approach to reform leaves a demotivated teacher workforce, a possible impending teacher recruitment crisis as the economy recovers, and a tangled web of accountability structures that will need to be resolved.

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Aji, Muhammad Qudrat Wisnu. "Bureaucratic Reform: A Case Study in Secretariat General of the Ministry of Education and Culture." Jurnal Ilmiah Ilmu Administrasi Publik 9, no. 2 (February 4, 2020): 203. http://dx.doi.org/10.26858/jiap.v9i2.10799.

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Bureaucratic reforms are remedial steps to government tasks and public services, building good governance. The scope of bureaucratic reforms involves not only processes and procedures, but also changes in organizational structure and mindset and behavior of the implementers. The aim of the study is to evaluate the implementation of bureaucratic reform policies carried out by the Secretariat General of the Ministry of Education and Culture. The purposive survey method is used in this study. 80 Echelon III and IV officials in the bureaus within the Secretariat General of the Ministry of Education and Culture participated in this study. The questionnaire was used as an instrument to collect the data in this study. There are three dimensions of bureaucratic reforms examined, namely the basis of reform, the agent of reform and the bureaucratic environment. It was found that bureaucratic reforms significantly influence organizational performance at the Secretariat General of the Ministry of Education and Culture. Bureaucratic reforms are characterized by a good basis of reforms, a strengthening of Human Resources as an agent of bureaucratic reforms and a conducive environment to support the success of bureaucratic reforms to be achieved by the Ministry of Education and Culture.

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Tianjin, Wang. "Educational Reform in Contemporary China: An Autobiographic Ethnographic Study of a Local University in Gansu Province." Advances in Social Sciences Research Journal 9, no. 10 (October 28, 2022): 368–97. http://dx.doi.org/10.14738/assrj.910.13316.

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This paper reviews the educational reform process in contemporary China based on an autobiographic ethnographic case study of Tianshui Normal University (TNU) in Gansu province. It examines the relationship between Chinese culture and education, probes the modern education model in China, and offers some operational suggestions for further education reforms in China. The author adopted qualitative research methods to study the critical issues related to educational reform in contemporary China and demonstrated the accomplishments of educational reform in China.

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Bain, Alan, and Julie Lancaster. "Inclusion and Comprehensive School Reform: Lessons from the Field." Australasian Journal of Special Education 30, no. 1 (2006): 39–50. http://dx.doi.org/10.1017/s1030011200025434.

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AbstractSustaining comprehensive secondary school reform (CSR) represents an immensely difficult and unresolved challenge for the field. The problems associated with CSR are of significant concern to proponents of inclusion given that more responsive schools and classrooms are connected to, if not dependent upon, the success of broader school reform efforts. In this paper, we will employ the experience derived from a decade of practice in secondary school reform to interpret the findings from the CSR literature. We will extract lessons learned about the reform process to identify five key implications that seem to be preconditions for the success of comprehensive site-based reforms and lead to inclusive practice.

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Cuban, Larry. "How Schools Change Reforms: Redefining Reform Success and Failure." Teachers College Record: The Voice of Scholarship in Education 99, no. 3 (December 1998): 453–77. http://dx.doi.org/10.1177/016146819809900301.

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Because schools change reforms as much as reforms change schools, judging an innovation's success or failure has been, and is, no easy task. I identify three common criteria used by policymaking elites (effectiveness, popularity, and fidelity) and two less common ones used by practitioners (adaptability and longevity) and apply them to the two-decade-old Effective Schools school reform. What emerged as crucial in evaluating school reforms is what criteria are being used to make judgments, whose criteria they are, and how schools change reforms as they are implemented. The example of Effective Schools challenges policymakers and researchers to become more explicit about which criteria they employ to judge success and to understand how the journey of school reform is a story of constant adaptation that ultimately undermines the common criteria generally used to judge success and failure.

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