Journal articles: 'Educational reform programs'

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Goldman, Ruth K. "Model mental health programs and educational reform: Introduction." American Journal of Orthopsychiatry 67, no. 3 (1997): 344–48. http://dx.doi.org/10.1037/h0085083.

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Schneider, Gail T. "Exploratory Programs and Educational Reform—A Second Look." Middle School Journal 17, no. 2 (February 1986): 3–23. http://dx.doi.org/10.1080/00940771.1986.11495731.

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Murphy, Joseph. "The Effects of the Educational Reform Movement on Departments of Educational Leadership." Educational Evaluation and Policy Analysis 13, no. 1 (March 1991): 49–65. http://dx.doi.org/10.3102/01623737013001049.

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This article reviews the types of revisions that preparation programs in educational leadership have begun to make in response to three related sets of pressures brought on by the reform movement of the 1980s: pressures bearing on school administrators from the larger reform agenda—that is, improving education across the board, general critiques of and calls for improvement in educational leadership, and specific analyses and demands for change in administrator preparation programs. The results are based on questionnaires completed by 74 chairpersons in departments of educational leadership. The emerging picture is mixed. On the one hand, departments of educational administration have begun to respond to the pressures for change. In addition, for better or worse, discernible patterns in these revisions are generally consistent with the implicit demands for improvement that lace the critical reviews of the field and with the more explicit recommendations contained in the reform reports of the National Policy Board for Educational Administration and the National Commission on Excellence in Educational Administration. On the other hand, the response has been moderate (at best) in intensity and mixed in focus.

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Taylor, John L., and Eleanor N. Chiogioji. "Implications of Educational Reform on High School PE Programs." Journal of Physical Education, Recreation & Dance 58, no. 2 (February 1987): 22–23. http://dx.doi.org/10.1080/07303084.1987.10609501.

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Shabir, Muslich, and Sulistiyono Susilo. "Muhammad Abduh’s Thought On Muhammadiyah Educational Modernism: Tracing The Influence In Its Early Development." QIJIS (Qudus International Journal of Islamic Studies) 6, no. 2 (August 24, 2018): 127. http://dx.doi.org/10.21043/qijis.v6i2.3813.

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This article originally attempts to particularly find an answer whether the Muslim educational reforms introduced by the Muhammadiyah movement in Indonesia influenced by the ideas of 'Abduh. The results concluded the Muhammadiyah's educational reform programs were to a significant extent influenced by 'Abduh and founded on ideas which were undeniably similar to the ideas of 'Abduh. This suggests that the reform shows traces of a probable but unquantifiable influence of ‘Abduh and that this reform is certainly, at the very least, a reflection of ‘Abduh’s pervasive influence throughout the larger world of Islam.

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Peer, Kimberly S., and Chelsea L. Jacoby. "Powerful Lessons from Cuban Medical Education Programs: Fostering the Social Contract in Athletic Training Programs." Athletic Training Education Journal 14, no. 4 (October 1, 2019): 275–82. http://dx.doi.org/10.4085/1404275.

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Context The Cuban medical education and health care systems provide powerful lessons to athletic training educators, clinicians, and researchers to guide educational reform initiatives and professional growth. Objective The purpose of this paper is to provide a brief overview of the Cuban medical education system to create parallels for comparison and growth strategies to implement within athletic training in the United States. Background Cubans have experienced tremendous limitations in resources for decades yet have substantive success in medical education and health care programs. As a guiding practice, Cubans focus on whole-patient care and have established far-reaching research networks to help substantiate their work. Synthesis Cuban medical education programs emphasize prevention, whole-patient care, and public health in a unique approach that reflects disablement models recently promoted in athletic training in the United States. Comprehensive access and data collection provide meaningful information for quality improvement of education and health care processes. Active community engagement, education, and interventions are tailored to meet the biopsychosocial needs of individuals and communities. Results Cuban medical education and health care systems provide valuable lessons for athletic training programs to consider in light of current educational reform initiatives. Strong collaborations and rich integration of disablement models in educational programs and clinical practice may provide meaningful outcomes for athletic training programs. Educational reform should be considered an opportunity to expand the athletic training profession by embracing the evolving role of the athletic trainer in the competitive health care arena. Recommendation(s) Through careful consideration of Cuban medical education and health care initiatives, athletic training programs can better meet the contract with society as health care professionals by integrating the Accreditation Council for Graduate Medical Education's core competencies of patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice now promoted in the Commission on Accreditation of Athletic Training Education's 2020 Standards for Accreditation of Professional Athletic Training Programs. Conclusion(s) Educational and health care outcomes drive change. Quality improvement efforts transcend both education and health care. Athletic training can learn valuable lessons from the Cubans about innovation, preventative medicine, patient-centered community outreach, underserved populations, research initiatives, and globalization. Not unlike Cuba, athletic training has a unique opportunity to embrace the challenges associated with change to create a better future for athletic training students and professionals.

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McDaniel, Randy, Willis J. Furtwengler, and Carol B. Furtwengler. "Doctoral Preparation Programs in Educational Administration: The Status of Reform in Four Midwestern Universities." Journal of School Leadership 9, no. 1 (January 1999): 26–50. http://dx.doi.org/10.1177/105268469900900102.

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This study examined reform in educational administration preparation pro grams. A review of literature and telephone interviews with key informants at four exem plar universities identified benchmarks to assess the degree of reform at four doctoral granting Midwestern universities. Multiple methods of inquiry included (a) document re view of programmatic information, (b) telephone interviews with personnel at exemplar programs, (c) personal interviews with twenty-one of twenty-three professors at the four institutions, and (d) four focus groups that included fifty-two students enrolled at the in stitutions. Three major themes emerged from analysis of data: political, professorial, and curricular. These themes provide the framework that describes the extent to which four composite universities have reformed their programs. The four universities ranged from isolation in reform efforts to institutionalization of reform efforts. The article con cludes with considerations for those seeking to reform educational administration preparation programs, discusses the significance of the findings and their relationship to the change process, and identifies needs for future research.

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Bazarbayev, K., K. Sembyev, and T. Daniyarov. "Educational activity of Turkestan Jadids." Bulletin of the Karaganda University. Pedagogy series 101, no. 1 (March 29, 2021): 6–12. http://dx.doi.org/10.31489/2021ped1/6-12.

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The national progressives who have appeared in the majority of the countries of the East at the end of the XIXth beginning of the XXth centuries estimated the Central Asian Jadidism as reflection of the reformatory movement of the local intellectuals. The concept «jadid» formed from Arab «usul-and-jadid» («new method») designates new ways of learning in an example of the European education. Such educational maintenance of Jadidism in the course of social and political development of the country has changed the status of old social and political system, having provided her new, original character. Together with it, process of formation and high-quality changes of Jadidism in the country can be divided into two periods: cultural and educational and period of political struggle. The educational ideas of Jadidism have generated need to reform an education system in the country according to modern models. Naturally, such reforms have adopted also the colonial authorities in the country. In the course of education system reform realization the imperial government protecting colonial interests in the actions relied on the principles of Great Russian chauvinism. This article deals with the new views on jadid movement, educational ideas which created national liberation ideology in Central Asia and also political programs and strategic objectives of national liberation movement.

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Kaldybaev, Salidin. "Reform Analysis in Higher Education System of the Kyrgyz Republic." 21st Century Pedagogy 1, no. 1 (April 1, 2018): 16–19. http://dx.doi.org/10.2478/ped21-2018-0003.

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Abstract At the end of the twentieth century the Kyrgyz Republic got the opportunity to create a higher education system, as well as the way was paved for the creation of a common educational space in the Commonwealth of Independent States (CIS), which resulted in adopting CIS-wide a number of documents that form the legal basis for a common educational space. Analysis of reforms in education system of Kyrgyzstan allows concluding that in general, the state educational policy of sovereign Kyrgyzstan was entirely aimed at solving strategic problems of the education sector, and thus at improving the socio-economic well-being of the country. Lack of continuity and the proper funding of the adopted state programs have negative impact on the effectiveness of educational reform. Therefore, a number of measures ought to be taken in order to improve the efficiency of the education system reform.

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Agbo, Seth A., and Natalya Pak. "Globalization and Educational Reform in Kazakhstan." International Journal of Educational Reform 26, no. 1 (January 2017): 14–43. http://dx.doi.org/10.1177/105678791702600102.

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Framed by globalization, Kazakhstan has embarked on initiatives to establish standards and quality educational services for universities to catch up with those in developed countries. The government policy for educational reforms is viewed not only as a means of convergence, that is, catching up with the knowledge-based societies of Europe and North America, but also as a gateway into the EU. The recent government policy calls for trilingual competence, implying a desire to equip future generations with fluency in three languages, namely, Kazakh, Russian, and English. Through this initiative, universities are mandating the English language as the language of instruction in graduate programs. This article is a case study of language reforms in a major university in Kazakhstan. The study investigated the implications of the English as the language of instruction policy in higher education and examined the challenges posed by the policy on faculty, students, and administrators. The findings indicated that the efficacy of the current reforms is bounded by the limits of the higher education traditionalism and the long-established educational value orientations in Kazakhstan. As a result, to become competitive globally, universities must develop new attitudes and organizational structures as well as improve current practices based on developing national identity.

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Sapon-Shevin, Mara. "Beyond Gifted Education: Building a Shared Agenda for School Reform." Journal for the Education of the Gifted 19, no. 2 (January 1996): 194–214. http://dx.doi.org/10.1177/016235329601900206.

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This article explores the ways in which gifted education programs as they are currently defined, designed, and implemented lead schools away from rather than toward broader school reform. The author argues that gifted education programs function as a form of educational triage, providing an excellent education for those students for whom educational failure would not be tolerated while leaving the general educational system untouched and immune from analysis and critique. Educational, political, and economic justifications for gifted education are explored with particular reference to alternative ways to conceptualize the debate and the response so that the needs of all students are addressed. Consequences for teachers, students, and society of implementing gifted programs are discussed. Some of the key issues critical to the reexamination of the gifted construct are then explored, including: silence, the pain of gifted students, characteristics of appropriate differentiation, the fear of abandonment of gifted students, the excellence/equity debate, and the possibilities of wide-scale reform. The article concludes with an elaboration of research and policy agendas that could move the educational system forward and avoid positioning school reform advocates, gifted education proponents, and full inclusion supporters in opposition to one another.

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McGrew, Kevin S., Martha L. Thurlow, and Amy N. Spiegel. "An Investigation of the Exclusion of Students With Disabilities in National Data Collection Programs." Educational Evaluation and Policy Analysis 15, no. 3 (September 1993): 339–52. http://dx.doi.org/10.3102/01623737015003339.

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This investigation examined the extent to which students with disabilities are involved in a select sample of national data collection programs that are playing a pivotal role in the measurement-driven educational reform movement. Nine data collection programs that are receiving significant attention in current educational reform initiatives were reviewed. The results suggest that approximately 40% to 50% of school-age students with disabilities are excluded from some of the most prominent national educational data collection programs. In contrast, students with disabilities are included to a greater degree in noneducational data collection programs that do not require participation in direct assessment activities. This study reports on the extent of exclusion, how and why exclusion occurs, and the impact of this exclusion on policy research. Preliminary recommendations for addressing the significant exclusion of students with disabilities from certain national data collection programs are presented.

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Stedman, Donald J. "The Professional Preparation of Teachers and Early Childhood Educators: Changes in the Wind." Australasian Journal of Special Education 13, no. 2 (January 1990): 14–19. http://dx.doi.org/10.1017/s103001120002217x.

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The recent advances in research in child development and early educational intervention programs signal a clear need for significant reform of the methods now used to prepare teachers of preschool age children with special needs. The changes need to vary in kind and amount. Reforms need to address both content and clinical skill development. And, competent personnel must be produced in greater numbers.

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Cleary, Michael J., and Lawrence F. Lowing. "Toward Building Defensible Extended Programs: Challenging the Assumptions of Educational Reform." Journal of School Health 60, no. 10 (December 1990): 487–92. http://dx.doi.org/10.1111/j.1746-1561.1990.tb05886.x.

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McMillian, Martha. "ADVISING FUTURE TEACHERS IN AN ERA OF EDUCATIONAL REFORM." NACADA Journal 7, no. 1 (March 1, 1987): 73–82. http://dx.doi.org/10.12930/0271-9517-7.1.73.

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Academic advisors and counselors of future teachers can have a great impact on the status of education and its reform by attracting top-notch students into the field and by providing encouragement to those who select teaching as their career. Consequently, advising in teacher education programs should elicit top priority in funding and rewards. In this article, several suggestions are outlined for teacher education advisors who wish to become leaders in the education reform movement and who are concerned about dealing more effectively with students entering the profession of teaching.

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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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Weil, T. P. "Health Services Management Manpower and Educational Needs with American Health Reform." Health Services Management Research 9, no. 2 (May 1996): 79–89. http://dx.doi.org/10.1177/095148489600900202.

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This paper argues that our previous health services management (HSM) manpower projections may be overly optimistic as the health networks, managed care, capitated payment, and eventually global budgetary targets become the dominant themes to implement cost restraints, universal access, and social equity. HSM programs should, therefore, focus more on their educational pursuits to produce leaders for clinical management teams, who are able to allocate scarce clinical resources. A sensible strategy for HSM programs is to develop closer ties with the schools of medicine, public health, nursing, or allied health. These cooperative efforts would be particularly beneficial in teaching ‘clinical-fiscal performance methodologies’ to familiarize students with such concepts as clinical benchmarking, managing quality, resource management, and continuous quality improvement (CQI).

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Vanderwood, Mike, Kevin S. McGrew, and James E. Ysseldyke. "Why We Can't Say Much about Students with Disabilities during Education Reform." Exceptional Children 64, no. 3 (April 1998): 359–70. http://dx.doi.org/10.1177/001440299806400305.

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Education reform initiatives throughout the entire educational system have focused attention on outcomes and quantifiable data. With increasing frequency, the data needed to monitor and evaluate reform initiatives are being drawn from large-scale state and national data collection programs. Although sufficient national level school completion outcome indicators and state goal statements suggest the potential for evaluating the outcomes of students with disabilities, the exclusion of significant numbers of these students from both state and national data collection programs made it all but impossible to describe their status. Recommendations are offered for improving the collection and reporting of information in state and national data collection programs.

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Sunandan, K. N. "Critical Mind and Labouring Body: Caste and Education Reforms in Kerala." Artha - Journal of Social Sciences 15, no. 2 (April 1, 2016): 27. http://dx.doi.org/10.12724/ajss.37.2.

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Exploring the various educational reform programs implemented in primary schools and high schools in Keralam in India in the last two decades, this paper seeks to analyze the dichotomous concepts of mental and manual labour, theoretical and practical knowledge, and general and technical education which constituted the premise of these reform interventions. The paper attempts to understand the role of different conceptualizations of language and experience in reproducing the above dichotomies. Tracing the genealogy of the dichotomies in the colonial period, the paper argues that even in the educational reform programs which consciously challenge the colonial models, one can find the continuing separation of mental and manual labour in variety of forms and modes. This leads to the question (though not answered in this paper) whether the very concept of knowledge itself, deployed in the educational practice in India, is ordered through the prism of hierarchical practices of caste.

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Elmore, Richard. "Getting to Scale with Good Educational Practice." Harvard Educational Review 66, no. 1 (April 1, 1996): 1–27. http://dx.doi.org/10.17763/haer.66.1.g73266758j348t33.

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How can good educational practice move beyond pockets of excellence to reach a much greater proportion of students and educators? While many children and young adults in school districts and communities around the country have long benefited from the tremendous accomplishments of successful teachers, schools, and programs, replicating this success on a larger scale has proven to be a difficult and vexing issue. In this article, Richard Elmore addresses this problem by analyzing the role of school organization and incentive structures in thwarting large-scale adoption of innovative practices close to the "core" of educational practice. Elmore then reviews evidence from two attempts at large-scale reform in the past — the progressive movement and the National Science Foundation curriculum reform projects — to evaluate his claims that ambitious large-scale school reform efforts, under current conditions, will be ineffective and transient. He concludes with four detailed recommendations for addressing the issue of scale in improving practice in education.

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Vartanova, Elena, and Maria Lukina. "Russian Journalism Education: Challenging Media Change and Educational Reform." Journalism & Mass Communication Educator 72, no. 3 (August 23, 2017): 274–84. http://dx.doi.org/10.1177/1077695817719137.

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The article presents a general picture of higher education institutions offering journalism undergraduate, graduate, and doctoral programs located in different parts of the Russian Federation. Monitoring websites of all the universities with journalism education discovered 150 such institutions. They are unevenly dispersed around the country, but represent a unified system financially supported and quality controlled by the government. Educational institutions mainly in state-owned but also private universities teach future journalists at undergraduate as well as graduate levels following international degree systems. Training is mainly in Russian but also in several national languages enhancing cultural pluralism. The article also discusses media revolution that is challenging journalism education in diverse market conditions.

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Bygren, Magnus, and Erik Rosenqvist. "Elite Schools, Elite Ambitions? The Consequences of Secondary-Level School Choice Sorting for Tertiary-Level Educational Choices." European Sociological Review 36, no. 4 (March 16, 2020): 594–609. http://dx.doi.org/10.1093/esr/jcaa008.

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Abstract We ask if school choice, through its effect on sorting across schools, affects high school graduates’ application decisions to higher education. We exploit a school choice reform that dramatically increased achievement sorting across secondary schools in the municipality of Stockholm, employing a before–after design with a control group of students in similar schools located outside this municipality. The reform had a close to zero mean effect on the propensity to apply for tertiary educational programs, but strongly affected the self-selection by achievement into the kinds of higher educational programs applied for. Low achievers increased their propensity to apply for the ‘low-status’ educational programs, on average destining them to less prestigious, less well-paid occupations, and high achievers increased their propensity to apply for ‘high-status’ educational programs, on average destining them to more prestigious, well-paid occupations. The results suggest that increased sorting across schools reinforces differences across schools and groups in ‘cultures of ambition’. Although these effects translate into relatively small increases in the gender gap, the immigration gap, and the parental education gap in educational choice, our results indicate that school choice, and the increased sorting it leads to, through conformity mechanisms in schools polarizes educational choices of students across achievement groups.

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Calabrese, Raymond L. "University Culture and Educational Administration Reform: Friends or Foes?" Journal of School Leadership 3, no. 4 (July 1993): 461–72. http://dx.doi.org/10.1177/105268469300300410.

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Educational administration programs are in desperate need of change. However, substantive change is unlikely given the rigidity of the university culture and its dysfunctional nature. The demand to change American universities has existed for over a century with little effect. However, faculty resistance, wrapped in a rigid culture, rejects competing ideologies. A new paradigm is needed if university preparation of school administrators is to be credible. One alternative paradigm is based on the relationship between the teacher and learner. In this paradigm, leadership is discovered rather than taught. It is a personal journey for the faculty member and student. The relationship between the teacher and student creates an opportunity for the discovery of different structures grounded in existential theory.

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Amanova, Maxsuda. "Improving The Content Of Professional Educational Programs On The Basis Of Module-Competent Approach." American Journal of Social Science and Education Innovations 03, no. 08 (August 31, 2021): 41–45. http://dx.doi.org/10.37547/tajssei/volume03issue08-10.

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Radical reform of the education system, rapid development of science, engineering and technology in the country, as well as consistent changes in the content of education are considered a priority "Improving the functioning of all links of the education system on the basis of modern requirements." modernization of the content of vocational education, teaching technologies and systems for assessing the results of mastering on the basis of a competency-based approach, the creation of didactic support for the formation of competencies is becoming increasingly important.

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Perre, M. "Acknowledging Educational Programs in Psychotherapy for Psychologists: Possible Ways of Government Regulation." Консультативная психология и психотерапия 28, no. 4 (2020): 144–66. http://dx.doi.org/10.17759/cpp.2020280408.

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We present an example of current legal regulation of education and training programs for psychotherapists on the example of legislation in Switzerland. It dwells upon the criteria for training professional psychotherapists. The paper also discusses the procedure for admission into the workforce (accreditation) and describes the experience of the first stage of admission in Switzerland. The Swiss example shows that the provisions for applying the law to the admission procedure need to be clarified in order to be able to distinguish, as required by the law, scientifically based psychotherapeutic approaches and methods from those which are not, or not yet, scientifically or evidence-based. Furthermore, we touch upon the issue of distinguishing between psychological counseling and psychotherapy and describe a proposed solution to this problem, as practiced in the Netherlands. In addition, we present the recently (September 2020) enacted reform of the Psychotherapy Act of Germany. This reform concerns education and advanced qualification training as well as the accreditation of psychotherapists.

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Orekhova, Elena Iakovlevna, and Liudmila Nikolaevna Polunina. "Modernization of education: conceptualization of the idea in European countries and the USA." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2019): 78–88. http://dx.doi.org/10.51314/2073-2635-2019-1-78-88.

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Nowadays modernization and efficiency are becoming the main indicators of innovative development. Education is also subject to modernization oriented towards the idea of «knowledge society», that’s why recent developments in the field of philosophy and sociology of education have led to a renewed interest in modernization theory.The purpose of this paper is to review research devoted to the interpretation of the concepts of «modernization» and «reform» and to analyze their potential and limitations in the field of education. The correlation between modernization of education and educational reforms is exemplified by different educational programs implemented in European countries and the USA.

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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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Slaton, Deborah Bott, Virginia A. Atwood, Mary C. Shake, and Rene M. Hales. "Experienced Teachers' Reactions to Mandated Reform and Nongraded Primary School Programs." Journal of Research in Childhood Education 12, no. 1 (December 1997): 5–15. http://dx.doi.org/10.1080/02568549709594711.

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Sroufe, Gerald. "Legislative Reform of Federal Education Research Programs: A Political Annotation of the Education Sciences Reform Act of 2002." Peabody Journal of Education 78, no. 4 (October 2003): 220–29. http://dx.doi.org/10.1207/s15327930pje7804_11.

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Pullin, Diana. "Learning to Work: The Impact of Curriculum and Assessment Standards on Educational Opportunity." Harvard Educational Review 64, no. 1 (April 1, 1994): 31–55. http://dx.doi.org/10.17763/haer.64.1.l44t02622p7741gl.

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The increased involvement of business in fostering school reform, and the subsequent focus on setting standards for curriculum and assessment, raise a number of questions rooted in public policy and law. In this article, Diana Pullin provides a valuable analysis of the legal issues in current education reform proposals — the Secretary's Commission on Achieving Necessary Skills (SCANS), Goals 2000, and the report of the National Council on Education Standards and Testing (NCEST) — that attempt to link education and employment through assessment and curriculum. She also offers important insights into the complexities that we must consider if these proposals are truly to advance our commitment to equity. The author dissects the issues in governance, contrasting the national assessment programs called for in both SCANS and NCEST with federal approaches, and, given the inherent "high-stakes" nature of these assessments, foresees problems with validity, reliability, and fairness. She explores the grounds for due process and equal protection challenges, and details the legal protections against discrimination in employment that might be applied in cases of employment-related curriculum and assessment. In the end, Pullin asserts that those who have historically been denied equal educational opportunity are most likely to bring legal challenges to reforms that use assessment to link schools and work, and concludes that only those reforms that are fair and equitable will be legally defensible.

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Lv, Lin. "Analysis on the Challenges and Countermeasures of Talent Training in Higher Vocational Education." Lifelong Education 9, no. 7 (December 8, 2020): 29. http://dx.doi.org/10.18282/le.v9i7.1461.

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With the advancement of social and economic development and educational reform, some problems faced by higher vocational education have gradually emerged. At the same time, as an important part of urbanization construction, higher vocational education also faces many challenges. In order to adapt to the current educational development situation, it is necessary to seize opportunities, meet challenges, reform the ways of talent training in higher vocational education, deeply explore talent training models, and propose effective solutions and programs for education development and talent training.

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Scribner, Campbell F. "American Teenagers, Educational Exchange, and Cold War Politics." History of Education Quarterly 57, no. 4 (November 2017): 542–69. http://dx.doi.org/10.1017/heq.2017.31.

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The following article documents the expansion of high school exchange programs during the Cold War. It also examines the potential conflicts underlying that expansion, which relied on preexisting networks of government agencies and private philanthropies and sometimes conflated the rhetoric of world peace with a narrower pursuit of American interests. Ultimately, the article contends, experiences abroad prompted teenagers to criticize American foreign policy and to reform their sponsoring organizations along increasingly multilateral, anti-colonial, and socially conscious lines.

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Johnson, Michelle A., and Mattyna L. Stephens. "Race to the Top and the Exclusion of Welfare Recipients From Educational Policy Discourse." Adult Learning 23, no. 4 (October 5, 2012): 188–95. http://dx.doi.org/10.1177/1045159512458261.

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In 2009, President Obama and his administration sought to overhaul the existing educational reform program and launched their initiative titled Race to the Top (RTTT). RTTT, a competitive grant program, comprised six priorities designed to help states reform their current educational systems. Priority five calls for states to evaluate their current adult education programs and explore how they could improve those programs through the collaboration of community and states agencies. States currently support, design, and implement adult education programs under the federal guidelines of the Workforce Investment Act (WIA). Although WIA addresses the needs of a targeted population of adult learners, it does not specifically address the educational needs of welfare recipients. Welfare recipients, who are among those considered to be in dire need of education and training, lack the support of policy to access adult education programs. This article explores the tensions that exist between the espoused purpose of RTTT and WIA, using the state of Texas’ adult education policies as a case example. By using critical discourse analysis, we examine the policies in RTTT and WIA at the state level that defines the nature and scope of adult education. This form of analysis provides an opportunity to critically examine and explore the language of these various policies by focusing on not only what is present in the text but also on what is absent from it as well.

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Grouws, Douglas A. "One Point of View: Teaching Tomorrow's Skills Responsibly." Arithmetic Teacher 36, no. 2 (October 1988): 6–63. http://dx.doi.org/10.5951/at.36.2.0006.

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The educational reform movement will soon affect all school mathematics programs. It is hoped that the substantive changes that occur will reflect ca refully developed recommendation, such as those of the NCTM Standards Committee.

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Long, Madeleine J. "Implementing the Professional Standards for Teaching Mathematics: Systemic Reform: A New Mantra for Professional Development." Mathematics Teacher 89, no. 7 (October 1996): 584–87. http://dx.doi.org/10.5951/mt.89.7.0584.

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Like a huge pendulum that indiscriminately sweeps aside everything in its path, educational reform sometimes adopts new ideas and approaches without fully understanding their implications for teachers, for programs, and, most important, for students. Too often, educators jump on the bandwagon, forgetting the complexities of educational progress and engaging in either-or thought and decision making.

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Sa'adah, Miftahus. "Studi komparatif reformasi pendidikan di Singapura dan Indonesia." Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi 7, no. 1 (February 12, 2020): 70–79. http://dx.doi.org/10.21831/jppfa.v7i1.25273.

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Perubahan zaman menuju era globalisasi menuntut dunia pendidikan untuk berkiprah secara aktif mempersiapkan generasi muda dalam menyongsong tantangan zaman. Kerangka pendidikan yang selama ini diterapkan juga harus beradaptasi dengan tuntutan zaman. Dalam menghadapi tantangan ini, sejumlah Negara telah menginisiasi diberlakukannya reformasi pendidikan. Artikel ini membahas tentang program-program refomasi pendidikan di dua Negara dengan latar belakang dan kondisi serta ideologi yang berbeda yaitu Singapura dan Indonesia. Diantara program refomasi pendidikan di Singapura adalah Teach less, Learn More; Thinking School, Learning Nation, dan School Excellent Model. Sedangkan kebijakan refeormasi pendidikan di Indonesia diantaranya diselenggarakan dengan desentralisasi pendidikan dalam kerangka manajemen berbasis sekolah, Kurikulum Tingkat Satuan Pendidikan dan Kurikulum 2013, serta program sertifikasi guru. Dari hasil pembahasan, dapat diketahui bahwa Singapura telah berhasil menyelenggarakan reformasi pendidikan. Hal ini dapat dilihat dari kualitas pendidikan Singapura yang masuk dalam ranking teratas Negara-negara dengan pencapaian standar pendidikan internasional. Sementara itu, Indonesia nampak masih harus berjuang untuk mencapai tujuan reformasi pendidikan. Hasil implementasi pendidikan yang berbeda di kedua Negara ini tentu dikarenakan perbedaan latar belakang, serta kondisi sosial, ekonomi, politik budaya dan geografis kedua Negara tersebut. Dengan demikian, dapat disimpulkan bahwa banyak factor yang mempengaruhi keberhasilan penyelengaraan reformasi pendidikan di sebuah Negara. AbstractGlobalization requires education to actively take part in preparing the young generation to face the challenges. The educational framework which has been implemented should also adapt to the existing new challenges. To deal with this, a number of countries have initiated the implementation of educational reform. This article discusses educational reformation programs conducted in two countries which have a different background as well as different ideology, social, economic, political, and geographical circumstances i.e., Singapore and Indonesia. Some of the main educational reform agendas in Singapore are Teach less, Learn More; Thinking School, Learning Nation, and School Excellent Model. Meanwhile, educational reform programs in Indonesia are conducted through educational decentralization within the framework of school-based management, School-level Curriculum, and the 2013 curriculum and teacher certification. It can be understood that Singapore has succeeded in conducting educational reform. This can be seen from the quality of Singapore's education which has been ranked high in achieving the benchmark of international education standard. Meanwhile, Indonesia still needs to struggle to achieve the desired outcomes of educational reform agendas. The differing result of educational reform revealed in these two countries resulted from different backgrounds of the countries. Thus, it can be concluded that there are a number of factors influencing the success of educational reform agendas in a country.

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Mun, Rachel U., Miriam D. Ezzani, and Lindsay Ellis Lee. "Culturally Relevant Leadership in Gifted Education: A Systematic Literature Review." Journal for the Education of the Gifted 43, no. 2 (March 31, 2020): 108–42. http://dx.doi.org/10.1177/0162353220912009.

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Researchers have consistently pointed to teacher deficit views, inequitable identification of policies and practices, and differential access to resources to explain the dearth of traditionally underserved learners in gifted programs across the nation. Culturally relevant leadership is one way to remedy this problem through systemic educational reform at the district and school levels. The purpose of this article is to provide a systematic review of the literature on leadership, systemic reform, and identification and services in gifted education for culturally, linguistically, and economically diverse (CLED) K–12 students in the United States. Drawing from this literature, we report what we know to date on systemic district reforms and their consideration of minoritized populations in gifted education through five themes: systemic bias; equity and excellence; deficit thinking; hiring practices, training, and professional development; and parent and community networks. We then reflect on the potential for equitable systemic reform efforts inclusive of CLED students.

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Helfenberger, Marianne. "The educationalization of school architecture in Switzerland between 1840 and 1950." Historia y Memoria de la Educación, no. 14 (May 26, 2021): 547. http://dx.doi.org/10.5944/hme.14.2021.27308.

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This paper analyses and contrasts the evolution of school architecture competitions, selected submitted projects and built schoolhouses, programmatic and professional literature, school building exhibitions and public reactions to them aiming at answering the following research question: How did architecture competitions, educational reforms and programmatic or professional literature contribute to the educationalization of the school building between 1835 and 1950 in Switzerland? The question will be approached from a perspective of educationalization, knowledge transfer and circulation between professional and political knowledge or discourses on education and practices of architecture competitions by contextualizing school building reform discourses within general school and education reform processes. The evolution of school building architecture competitions in Switzerland and the participation of a variety of actors demonstrate how the school building became a co-educator, how historical building designs are constantly naturalised to fit reform programs, and the relevance of calls for tender as source for the history of education.

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Ingrassia, Brian M. "Public Influence inside the College Walls: Progressive Era Universities, Social Scientists, and Intercollegiate Football Reform." Journal of the Gilded Age and Progressive Era 10, no. 1 (January 2011): 59–88. http://dx.doi.org/10.1017/s1537781410000034.

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At the height of the Progressive Era a number of social scientists, educational leaders, and politicians called for the reform of intercollegiate football. Since the 1880s football had become a popular spectacle, and many were concerned that it was corrupting the country's universities and college men. This article considers the progressive movement to reform football in the context of programs to make the modern American university useful at the turn of the century—including the Wisconsin Idea of state government developed in Madison and the University of Chicago's sponsorship of settlement houses, social work, and university extension. Although many progressives wanted the university to affect society, most were less enthusiastic about the prospect that elements of that society (what Wisconsin historian Frederick Jackson Turner dubbed “public influence”) would affect the university. Social scientists theorized the relationship between the university and the public and constructed an intellectual basis for football reform. Reforms proposed and in some cases adopted demonstrated ambivalence regarding football's academic and public role. Reformers wanted to preserve the popular, profitable, and potentially educational enterprise of football, but they also hoped to curtail its influence over burgeoning universities. The Progressive Era effort to control college football and channel it into constructive directions in many ways demonstrates the paradoxical nature of Progressive Era reform and inadvertently contributed to the institutionalization of “big time” intercollegiate athletics.

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CLARK, JUDITH. "The Impact of the Prison Environment on Mothers." Prison Journal 75, no. 3 (September 1995): 306–29. http://dx.doi.org/10.1177/0032855595075003004.

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In a period when greater numbers of women are being sent to prison nationally and many treatment and educational programs in prison are being eliminated, this “insider's” ethnographic study of mothers incarcerated at Bedford Hills Correctional Facility in New York analyzes the problems and potentials of a model reform-oriented prison for women. Although the infantilizing, punitive character of the prison and its programs undermines the mothers' agency and reinforces punitive parenting models, many women take advantage of the educational, vocational, self-help, and parenting programs available to undertake significant change and self-development, and to improve their relationships with their children and their role in society.

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Fitriansyah, Rian, Lisfatul Fatinah, and Muhammad Syahril. "Critical Review: Professional Development Programs to Face Open Educational Resources in Indonesia." Indonesian Journal on Learning and Advanced Education (IJOLAE) 2, no. 2 (February 8, 2020): 109–19. http://dx.doi.org/10.23917/ijolae.v2i2.9662.

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Information and Communication Technology (ICT) in education has become an important issue in education reform in many countries such as Hong Kong, Singapore, the United States, and the United Kingdom. Education reform is needed to give skill set of the 21st century to students. Indonesian government has begun implementing ICT in education since 2002 marked by the establishment of the Indonesian Telematics Coordinating Team (TKTI). Although the development of ICT is still far away compared to Hong Kong and Singapore, ICT development is on the right track. In 2013, Indonesia began to initiate Open Educational Resources (OER) and teacher training on ICT. Open educational resources are digitized materials that can be freely accessed by those who want to teach, learn, or research. The OER initiatives have many challenges ahead, one of them is the development of the OER community involving all teachers in Indonesia. The gap in education quality between islands in Indonesia is added with the differences of education infrastructure and education resources. Therefore, Indonesia must create personalized professional development program based on the need of each island. The Indonesia government could initiate the OER consortium to unite all teachers to build a knowledge society. The methods of creating a professional development program could be deducted from the U.S. which has many districts and gap in education quality between states. The purpose of this paper is to develop a professional development program in creating the OER community in Indonesia. This paper tries to investigate what kind of professional development that has been set in, analyze the problems that would likely to occur, and give some solutions.

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Gorey, Kevin M. "Comprehensive School Reform: Meta-Analytic Evidence of Black-White Achievement Gap Narrowing." education policy analysis archives 17 (January 25, 2010): 25. http://dx.doi.org/10.14507/epaa.17.707.

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This meta-analysis extends a previous review of the achievement effects of comprehensive school reform (CSR) programs (Borman, Hewes, Overman, & Brown, 2003). That meta-analysis observed significant effects of well endowed and well-researched programs, but it did not account for race/ethnicity. This article synthesizes 34 cohort or quasi-experimental outcomes of studies that incorporated the policy-critical characteristic of race/ethnicity. Findings: compared with matched traditional schools, the black-white achievement gap narrowed significantly more among students in CSR schools. In addition, the aggregate effects were large, substantially to completely eliminating the achievement gap between African American and non-Hispanic white students in elementary and middle schools. Title I policies before or after the No Child Left Behind Act of 2001 seem to have had essentially no impact on the black-white achievement gap. Curricular and testing mandates along with the threat of sanctions without concomitant resource supports seem to have failed. This study suggests that educational achievement inequities need not be America’s destiny. It seems that they could be eliminated through concerted political will and ample resource commitments to evidence-based educational programs.

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Gorey, Kevin M. "Comprehensive School Reform: Meta-Analytic Evidence of Black-White Achievement Gap Narrowing." education policy analysis archives 17 (December 25, 2009): 25. http://dx.doi.org/10.14507/epaa.v17n25.2009.

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This meta-analysis extends a previous review of the achievement effects of comprehensive school reform (CSR) programs (Borman, Hewes, Overman, & Brown, 2003). That meta-analysis observed significant effects of well endowed and well-researched programs, but it did not account for race/ethnicity. This article synthesizes 34 cohort or quasi-experimental outcomes of studies that incorporated the policy-critical characteristic of race/ethnicity. Findings: compared with matched traditional schools, the black-white achievement gap narrowed significantly more among students in CSR schools. In addition, the aggregate effects were large, substantially to completely eliminating the achievement gap between African American and non-Hispanic white students in elementary and middle schools. Title I policies before or after the No Child Left Behind Act of 2001 seem to have had essentially no impact on the black-white achievement gap. Curricular and testing mandates along with the threat of sanctions without concomitant resource supports seem to have failed. This study suggests that educational achievement inequities need not be America’s destiny. It seems that they could be eliminated through concerted political will and ample resource commitments to evidence-based educational programs.

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Luo, Jia Guo, Jun Hui Yang, and Hong Yu Jia. "Base on SPSS Factor Analysis of the Curriculum Rationality." Advanced Materials Research 171-172 (December 2010): 481–85. http://dx.doi.org/10.4028/www.scientific.net/amr.171-172.481.

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This article describes the rational analysis process for curriculum provision by the SPSS factor analysis, from the perspective of educational statistics to explore resolve the current situation of unreasonable curriculum in teaching programs from the perspective of educational statistics, providing reference for teaching and education management reform. The results show that the method is fast, intuitive, comprehensive and highly targeted.

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Stipanovic, Natalie, Morgan V. Lewis, and Sam Stringfield. "Situating Programs of Study within Current and Historical Career and Technical Educational Reform Efforts." International Journal of Educational Reform 21, no. 2 (April 2012): 80–97. http://dx.doi.org/10.1177/105678791202100201.

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De Mesquita, Paul B., and Jeffery C. Drake. "Educational reform and the self-efficacy beliefs of teachers implementing nongraded primary school programs." Teaching and Teacher Education 10, no. 3 (May 1994): 291–302. http://dx.doi.org/10.1016/0742-051x(95)97311-9.

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Fedotov, Alexander V., and Elena A. Polushkina. "Methodology and features of assessing the economic effect of implementing digital educational environment models in secondary vocational and higher education systems." RUDN Journal of Informatization in Education 18, no. 1 (December 15, 2021): 62–80. http://dx.doi.org/10.22363/2312-8631-2021-18-1-62-80.

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Problem and goal. The active introduction of e-learning and distance learning technologies in the educational process, the reform of traditional models of learning and education have become priority areas of reforms and initiatives in various national education systems in the 21st century. Given that public spending is the main source of funding for education in the OECD countries, assessing the economic impact of implementing a digital educational environment at different levels of education under pressure on public budgets has become a key issue for national governments and educational organizations, as well as the subject of special research. In Russian practice assessment of the economic effect of the full-scale use of e-learning and distance learning technologies in the implementation of educational programs of secondary professional (training of middle-level specialists) and higher education have not yet been carried out. For these purposes, a methodology has been developed, which, however, needs to be tested. Results. The study identified a list of costs required to ensure the full use of e-learning and distance educational technologies in realization of educational programs of secondary vocational (training of mid-level professionals) and higher (including graduate school) education; the methodlogy for assessing the economic effect of these measures is justified, and calculations are made based on this methodology. Conclusion. The developed methodology has shown its effectiveness and needs further research and quantitative analysis.

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Nazarova, Tatiana Sergeevna. "Cognitive technologies in education and a multidisciplinary educational complex." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2016): 45–71. http://dx.doi.org/10.51314/2073-2635-2016-3-45-71.

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The article shows one of the acute education reform problems in particular its content and activity patterns related to the conceptual development of material and technical conditions for the provision of basic educational programs of the Federal State Educational Standard (GEF) of the new generation. Showing the origins of the problem and factors focused on necessity of inclusion into the learning process of cognitive technologies and new technological tools. Attention is given to key aspects and patterns of development and use of cognitive technologies in education through the creation of multidisciplinary complex learning tools.

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Maidar, Maidar. "PEMBARUAN PENDIDIKAN ISLAM: TELAAH RETROSPEKTIF DAN PROSPEKTIF." Jurnal Ilmiah Islam Futura 15, no. 1 (August 1, 2015): 54. http://dx.doi.org/10.22373/jiif.v15i1.553.

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Islamic reform however which be conducted at the moment, should be started through education as education is the key to open the door of modernization. Therefore, the thinkers of Islamic education, Islamic education needs to rethink both retrospective and prospective. Retrospective is about the changes of educational form in the past. While the prospective is about the changing of the educational process in the future, namely the idea and Islamic education reform programs which have the link roots to modernization thought and Islamic civilization as a whole. It has relationship and link to reformation (tajdid) that is to revive the Islamic faith. It is the basis of belief that reform movements remain a legitimate part of the original and the description of Islam at the stage of the history.

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Łukjaniuk, Joanna. "FOUNDATIONS AND MAIN THESES OF NEW EDUCATIONAL AND PREVENTIVE PROGRAMS AS DETERMINED IN THE GOVERNMENT DOCUMENTS." International Journal of Legal Studies ( IJOLS ) 4, no. 2 (December 30, 2018): 423–39. http://dx.doi.org/10.5604/01.3001.0013.0026.

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In the paper author made the analysis of three fundamental legal acts for the Polish education reform as regards principles and recommendations concerning educational and preventive programs. These are the law on 14 December 2016 Education Law (Oj 20017, pos. 59), Regulation of the Minister of National Education on 14 February 2017 and Regulation of the Minister of the National Education on 30 January 2018. Analysis concerns foundations and elements of the continuity as well as the presentation of the most important changes in comparison with the previous programs and emphasised deficiencies.

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Journal articles on the topic 'Educational reform programs'

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