Bibliografías temáticas / Educational reform

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Literatura académica sobre el tema "Educational reform"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 11 de marzo de 2023

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Artículos de revistas sobre el tema "Educational reform"

Greene, Jennifer C. y Jin-Hee Lee. "Quieting Educational Reform... With Educational Reform". American Journal of Evaluation 27, n.º 3 (septiembre de 2006): 337–52. http://dx.doi.org/10.1177/1098214006291103.

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Elkind, David. "Educational Reform". Science 244, n.º 4905 (12 de mayo de 1989): 631–32. http://dx.doi.org/10.1126/science.244.4905.631.d.

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ELKIND, D. "Educational Reform". Science 244, n.º 4905 (12 de mayo de 1989): 631–32. http://dx.doi.org/10.1126/science.244.4905.631-c.

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Hoyle, Eric y Mike Wallace. "Educational Reform". Educational Management Administration & Leadership 35, n.º 1 (enero de 2007): 9–25. http://dx.doi.org/10.1177/1741143207071383.

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Marschall, M. J. "Educational Reform". Journal of Public Administration Research and Theory 9, n.º 2 (1 de abril de 1999): 351–56. http://dx.doi.org/10.1093/oxfordjournals.jpart.a024413.

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Meredith, Paul. "EDUCATIONAL REFORM". Modern Law Review 52, n.º 2 (marzo de 1989): 215–31. http://dx.doi.org/10.1111/j.1468-2230.1989.tb02818.x.

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Reid, Charles R. "Educational Reform". Urban Education 25, n.º 3 (octubre de 1990): 370–74. http://dx.doi.org/10.1177/0042085990025003010.

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Starkey, Chad. "Educational Reform and Professional Reform". Athletic Therapy Today 4, n.º 2 (marzo de 1999): 3. http://dx.doi.org/10.1123/att.4.2.3.

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Sims, Margaret, Manjula Waniganayake y Dr Fay Hadley. "Educational leadership". Educational Management Administration & Leadership 46, n.º 6 (15 de junio de 2017): 960–79. http://dx.doi.org/10.1177/1741143217714254.

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In the Australian early childhood sector the role of educational leader emerged as part of a very large process of policy reform that began in 2009. The position of educational leader was established to drive the quality improvement requirements of the reform, but many organizations did not establish these positions until several years after the reforms were introduced. Lack of clear role descriptions and authority make it difficult for educational leaders to fulfil the expectations held of them. This study examines the sense leaders make of the policy reforms and the street-level bureaucracy they perform to translate the policy into action. This sense-making and street-level bureaucracy is taking place in a neoliberal context where, we argue, the demands for professional discretionary decision-making are in conflict with the top-down standardization inherent in neoliberalism. Educational leaders have the potential to challenge neoliberalism through their professional decision-making but, in the Australian context, many are currently focusing on compliance with their street-level bureaucracy.

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Timar, Thomas y David Kirp. "Educational Reform and Institutional Competence". Harvard Educational Review 57, n.º 3 (1 de septiembre de 1987): 308–32. http://dx.doi.org/10.17763/haer.57.3.hr2j47v5g3553115.

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Excellence, which is one of the primary goals of most educational reforms, represents a complex and profuse set of ideas. State reforms try to promote excellence in education by altering school policies, yet questions remain about whether excellence can be achieved through legislation. Do reforms typically accomplish what was intended — or do they engender bureaucratization?The authors raise serious questions about the tensions between policymakers and local institutions, and suggest that there are substantial gaps between the intentions and actual consequences of implemented policies. Educational reform that considers the goals of individuals or groups at the expense of institutions can never achieve excellence. The authors argue for cooperative strategies between federal, state, and local authorities that attempt to balance successful institutional practices with individual excellence.

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Tesis sobre el tema "Educational reform"

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

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Thesis (Ed. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 13, 2006. Dissertation Committee: Paul Baker, Elizabeth Lugg (co-chairs), Ramesh Chaudhari, Robert Hall. Includes bibliographical references (leaves 71-73) and abstract. Also available in print.

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ARRUDA, MARIA DA CONCEICAO CALMON. "EDUCATIONAL REFORM: DEMOCRACY OR TRIMMING?" PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=11558@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
A presente investigação sobre a reforma do ensino médio técnico dos anos 90 teve como pano de fundo as mudanças por que passa o mundo do trabalho e a relação hodierna entre trabalho e educação. O senso comum associa a educação como um elemento propulsor da competitividade dos países e dos indivíduos em um contexto de acirramento da competitividade intercapitalista e da adoção de uma série de políticas desfavoráveis a quem vive do trabalho. É neste contexto que a reforma do ensino médio técnico foi apresentada à sociedade brasileira, como uma medida que não só propiciaria a universalização do ensino médio, como a democratização do acesso dos alunos das camadas populares à rede federal de ensino técnico. A partir do questionamento da capacidade da arquitetura da reforma em contribuir para a democratização do acesso, realizamos uma pesquisa de cunho quantitativo com 302 alunos de três escolas técnicas da região metropolitana do Rio de Janeiro. Nossa interrogação inicial se desdobrou em três questões que permearam a pesquisa: (1) a reforma, longe de ter democratizado o acesso dos alunos das camadas populares ao ensino técnico federal, o teria colocado mais distante da realidade desses atores sociais, em função das dificuldades postas para cursar o ensino técnico; (2) a existência de escolas técnicas privadas destinadas às camadas médias seria um indicativo do interesse desse estrato social pelo ensino médio técnico e (3) o restabelecimento do sistema de ensino dual no secundário estaria associado não a um projeto de democratização do ensino, mas a uma concepção de educação que vê na formação para o trabalho a trajetória escolar mais adequada aos alunos das camadas populares. A título de conclusão destacamos que a concepção de educação norteadora da reforma, longe de ter um compromisso efetivo com a democratização do acesso das camadas populares ao sistema de ensino, buscou consolidar a educação profissional como o caminho natural desse estrato social; e afirmamos que as escolas técnicas federais não são escolas de elite porque têm como proposta uma formação para o trabalho, o que, independente das aspirações de seus alunos, vai estabelecer uma socialização diversa da proposta pelas escolas de elites.
The current investigation on the 90`s secondary technical education reform emphasizes the changes occurred in the labor field as well as the present relationship between education and labor. The common sense associates education to a propelling element of competition of countries and individuals in an aggressive intercapitalist competitivity linked to the adoption of a series of unfavorable policies towards those who live on their work capacity. The secondary technical education reform was introduced to Brazilian society in this context, that is, it was a measure that not only would help universalizing secondary education, but also would democratize the access of students from lower classes to the federal network of technical schools. We argued, firstly, the architectural capacity of the reform in contributing to democratize the access by implementing a quantitative survey with 302 students who belonged to 3 technical schools of the metropolitan area of Rio de Janeiro. Our first concern was subdivided into three other ones: (1) the reform, instead of democratizing the access of lower class students to the federal schools, ended up by creating distances, due to the obstacles these students had regarding the difficulties they faced in attending the technical schools; (2) the existence of private technical schools that aimed at the middle class students would indicate the interest of this middle class in secondary technical education, and (3) the re-establishment of the dual system of education in the secondary levels would be associated not to a project of democracy in educational system but to a conception of education that understands the technical education as the most adequate issue to students from lower classes. As a conclusion we will affirm that is the conception of education that the reform embodies which, far from democratizing the access of the general public to the educational system, ended up, instead, by consolidating the professional education as a natural way to students from lower classes; and that the public technical schools aren`t elite institutions as they focus on trainning their students to the jobmarket, what provides them with completely different experiences from those provided by the elite schools.

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

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

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Hill, Katherine. "Educational Pluralism: Charter Schools as Laboratories for Education Reform". Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/cmc_theses/1956.

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

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

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VanDuinkerken, Wyoma. "Educational reform in the Tanzimat era (1839-1876), secular reforms in Tanzimat". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0013/MQ50582.pdf.

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VanDuinkerken, Wyoma. "Educational reform in the Tanzimat era (1839-1876) : secular reforms in Tanzimat". Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21275.

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After a series of reversals in its wars with European powers during the eighteenth century, the Ottoman Empire was forced to reevaluate its military technology and training. The realization that the West had outstripped the Muslim East in scientific and technological advancement led Ottoman reformers to introduce changes to the traditional educational system, especially to the curriculum. However, what the reformers soon realized was that the military superiority of Europe was only a symptom, and not the cause of, the West's advancement; this led to the introduction of more Western-style institutions in an effort to achieve its military goals. It was through these new institutions that Western ideas of equality, rationalism and liberalism were introduced into the Ottoman Empire. These imported ideas were bitterly resisted by the ulema, who continued to operate a traditional school system parallel to that developed by the reformers. In spite of their objections, however, the traditional Muslim educational system was forced to undergo a significant metamorphosis both prior to and during the Tanzimat period.

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Dowd, Courtney. "Sexual health education in the context of Quebec educational reform". Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86998.

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Currently, Quebec's Ministry of Education is in the process of implementing broad curricular reforms that will fundamentally change the ways in which Quebec youth learn and come to develop academic, personal and social skills. As part of the broad reforms, the Ministry of Education has mandated that the delivery of sexual health education be reformed also. The former, more formal class allotment for sexual health education is being replaced by a more spontaneous and discussion based approach that spans across the curriculum and is the responsibility of the entire school community. Thus, there is a need to understand how both the educators and students are experiencing these changes. It is important to gain a better understanding of what these individuals believe is working and what they think needs improvement. In understanding better these realities, it will be possible to make suggestions for improvement or continued focus. Accordingly, this thesis is comprised of two main sections aimed at accomplishing these objectives. The first consists of an in depth literature review that looks closely at the context of sexual health education in both Quebec and Canada as well as the debate over best practices. The literature review also includes a document analysis that looks critically at the Ministry of Education document, Sex Education in the Context of Education Reform, intended to guide the reformation process. The second section of this thesis is a research article, which presents a phenomenological look at the experiences of educators and students as they adjust to sexual health curricular reforms at an independent secondary school in Quebec.
Actuellement, le Ministère de l'Éducation du Québec est en processus d'implémenter de vaste réformes curriculaires qui changeront drastiquement la façon dont les jeunes Québécois apprennent et développent leurs outils académiques, personnels et sociaux. Dans ce vaste réforme, le Ministère de l'Éducation a mandaté que l'éducation à la santé sexuelle soit aussi réformé. La façon plus formelle d'enseigner l'éducation à la santé sexuelle sera remplacée par une approche plus spontanée, qui sera basée sur la discussion et touchera à toute les facettes du curriculum. Elle sera aussi la responsabilité de toute la communauté écolière. Ainsi, il y a un besoin à comprendre comment les éducateurs et les étudiants vivront ces changements. Il est important d'acquérir une meilleure compréhension de ce que ces individus croient fonctionne bien, ainsi que ce qui ne fonctionne pas. En comprenant mieux ces réalités, il sera possible de d'émettre des suggestions d'amélioration ainsi que de continuer le focus établi. En ce sens, cette thèse comprendra deux sections principales visant à accomplir ces objectifs. La première sera une revue en profondeur de la littérature qui regarde étroitement le contexte de l'éducation à la santé sexuelle au Québec et au Canada ainsi que les débats sur les meilleures pratiques. La revue littéraire inclura aussi l'analyse d'un document critiquant le document du Ministère de l'Éducation, «Sex Education in the Context of Education Reform », qui a pour but de guider la réforme. La deuxième section de cette thèse est un article de recherche, qui présente un regard phénoménologique sur les expériences des éducateurs et des étudiants pendant qu'ils s'ajustent aux réformes curriculaires dans une école secondaire indépendante au Québec. fr

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Strujytė, Julija. "Švietimo skyriaus vaidmuo įgyvendinant švietimo reformas: Joniškio rajono savivaldybės administracijos Švietimo ir sporto skyriaus atvejis". Bachelor's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140716_091700-10915.

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Bakalauro baigiamajame darbe nagrinėjamas Joniškio rajono savivaldybės administracijos Švietimo ir sporto skyriaus vaidmuo įgyvendinant švietimo reformas. Bakalauro baigiamojo darbo tyrimo tikslas - identifikuoti Švietimo skyriaus vaidmenį įgyvendinant švietimo reformas, remiantis Joniškio rajono Savivaldybės administracijos Švietimo ir sporto skyriaus atvejo analizė. Baigiamojo darbo teorinėje dalyje analizuojama švietimo reformos įgyvendinimo samprata vietos savivaldos lygmeniu, t.y. viešojo valdymo reformos samprata pokyčių valdymo kontekste, švietimo reformos samprata (sąsajos su kaitos procesais, inovacijomis, užsienio šalių reformų lyginamoji analizė), taip pat vietos savivaldos institucijų veikla reformų įgyvendinimo kontekste. Baigiamojo bakalauro darbo empirinėje dalyje tiriamas Švietimo skyriaus darbuotojų požiūris apie Švietimo reformų įgyvendinimą bei tai kokį vaidmenį reformų įgyvendinime atlieka Joniškio rajono administracijos Švietimo ir sporto skyrius. Taip pat tyrimo metu paaiškėjo ir darbuotojų nuomonė dėl galimų švietimo sistemos pokyčių, t.y. kokių lūkesčių darbuotojai turi būtent švietimo sistemai. Empirinėje dalyje pateikiama ir teisės aktų reglamentuojančių Švietimo skyriaus veiklą analizė (darbuotojų pareigybių aprašai, švietimo strategijos, nuostatai, švietimo gairės). Tyrimo metu nustatyta, kad švietimo skyriaus darbuotojai Švietimo skyriaus veiklą reformų įgyvendinimo procese vertina teigiamai ir mano, kad švietimo politikos įgyvendinimas vietos... [toliau žr. visą tekstą]
The role of Department of Education in implementing education reforms in Joniskis municipality administration is being analyzed in the final thesis. The research objectives of the Bachelor thesis is to identify the role of Department of Education in implementing education reforms, based on case study of the Department of Education and Sports of Joniskis municipality administration. In the theoretical part of the final thesis the concept of education reform implementation is being analyzed within the level of local self-government, that is the concept of public management reform within the context of change management, the concept of educational reform (the interface with the processes of change, innovations, comparative analysis of reforms of foreign countries), as well as the activities of local self-government within the context of reform implementation. In the empirical part of the final thesis the attitudes of the employees working at the Department of Education regarding the implementation of educational reform and what role is undertaken by the Department of Education and Sports of Joniskis municipality administration in the implementation of the reforms are being analyzed. Also the researched revealed what is the employees’ position on the possible changes in the education system, which is what expectations the employees have towards the education system. The empirical part also presents the analysis of legislation regulating the activities of the Department of... [to full text]

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Dickerson, Gloria E. "The Institutionalization of Educational Reform: Sustaining an Effective Educational Program". Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/25968.

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The purpose of this study was to examine the key factors associated with sustaining an effective educational program. The primary research question was: How did the Bright Beginnings: Fantastic Follow Through program sustain itself for more than 25 years? The secondary research questions asked in this study were: (a) what role did the school context play in sustaining the program; (b) what role did leadership play in sustaining the program; (c) how did the school culture affect sustaining the program; (d) how did the implementation, continuation, and evaluation phases of the change effort affect sustaining the program; and (e) what effect, if any, did external factors have on sustaining the program? This study was a descriptive case study of one exemplary program in an urban elementary school in a mid-Atlantic state. A naturalistic, responsive inquiry approach was employed through in-depth interviews, combined with document reviews as data sources. The key participants included local school administrators, teachers, parents, and the central administrative liaison to the program. The participants were interviewed in-person for approximately 30-60 minutes in length. Materials gathered during the in-depth interviews were transcribed and analyzed after the interviews were completed. First the researcher read the transcribed interviews and hand-coded the consistencies and emerging themes onto a large chart. Second, a matrix was made of the hand-coded data using a word processor. Third, the researcher identified themes, common patterns and important stories shared by the participants regarding the elements essential to the institutionalization of an educational program. Discussion of the summary, conclusions, implications for practice, and recommendations for further research are provided in Chapter Five.
Ed. D.

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Libros sobre el tema "Educational reform"

M, Milne Ann, National Assessment of Vocational Education (U.S.) y National Institute on Postsecondary Education, Libraries, and Lifelong Learning (U.S.), eds. Educational reform and vocational education. Washington, DC: National Institute on Postsecondary Education, Libraries, and Lifelong Learning, Office of Educational Research and Improvement, U.S. Dept. of Education, 1998.

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Sturges, Keith M., ed. Neoliberalizing Educational Reform. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-977-7.

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Niblett, B. S. Managing educational reform. Bristol: NDCSMT, 1988.

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Padraig, O'Malley y John W. McCormack Institute of Public Affairs., eds. Whither education reform? Boston, MA: John W. McCormack Institute of Public Affairs, 1994.

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Johnson, Carla C., ed. Secondary STEM Educational Reform. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9781137002228.

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Harris, Alma, Michelle Jones y Jane B. Huffman, eds. Teachers Leading Educational Reform. Abingdon, Oxon ; New York, NY : Routledge, 2017. | Series: Teacher quality and school development series: Routledge, 2017. http://dx.doi.org/10.4324/9781315630724.

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Secondary STEM educational reform. New York: Palgrave Macmillan, 2011.

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Union, Ulster Teachers'. Educational reform: A response. [s.l.]: the Union, 1989.

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Education reform. New York: Chelsea House, 2011.

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Marga, Andrei. University reform today. 2^a ed. Cluj-Napoca, Romania: Cluj University Press, 2003.

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Capítulos de libros sobre el tema "Educational reform"

Simpson, Douglas J. y Michael J. B. Jackson. "Schools of the Future". En Educational Reform, 259–313. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780203825617-8.

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Simpson, Douglas J. y Michael J. B. Jackson. "Schools in Transition". En Educational Reform, 229–58. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780203825617-7.

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Simpson, Douglas J. y Michael J. B. Jackson. "The School and Social Reform". En Educational Reform, 79–115. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780203825617-3.

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

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Simpson, Douglas J. y Michael J. B. Jackson. "The Spirit of Deweyan Reform". En Educational Reform, 315–27. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780203825617-9.

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Simpson, Douglas J. y Michael J. B. Jackson. "The Roles and Responsibilities of the Teacher". En Educational Reform, 117–51. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780203825617-4.

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Simpson, Douglas J. y Michael J. B. Jackson. "Thinking about Educational Reform". En Educational Reform, 3–41. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780203825617-1.

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

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Simpson, Douglas J. y Michael J. B. Jackson. "The Professional Education of Teachers". En Educational Reform, 187–227. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780203825617-6.

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Scott, David. "Global Education and Educational Reform". En Education Systems and Learners, 101–7. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59884-4_6.

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Actas de conferencias sobre el tema "Educational reform"

Abdulrahman, Hanan y Mi Saif. "The Transformation of Language Policy in Qatar’s Educational Reform". En Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2021. http://dx.doi.org/10.29117/quarfe.2021.0188.

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This paper discusses the relationship between the language policies reform in Qatar’s educational policy since 2012 on the students, performance, ideologies. Furthermore, most of the conducted studies show a greater implementation on the first language “Arabic” as a medium of instruction and teaching school subjects such as, science and math. Many variables were examined such as the country’s economic and developmental needs and the demographic changes in Qatar that occurred as a result of globalization. Moreover, the new approach to achieve Qatar’s vision of 2030 was employed in many industrial and educational reforms. The analyzed studies show the stages of this reform, and its disappointment results and how Qatar is still working on its educational policy towards its 2030 vision, in comparison, to the results of other countries like the Kingdom of Saudi Arabia who adopted English language in their educational methods.

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Grasso, Domenico y Joseph J. Helble. "Holistic Engineering and Educational Reform". En 2007 IEEE Meeting the Growing Demand for Engineers and their Educators 2010-2020 International Summit. IEEE, 2007. http://dx.doi.org/10.1109/mgdete.2007.4760346.

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Qin, Yuping, Shuang Zhang y Yihe Liu. "Educational Reform of University Mathematics". En 2016 4th International Conference on Management, Education, Information and Control (MEICI 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/meici-16.2016.32.

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

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In the Philippines, the growing concern in the teaching of statistics at the secondary and tertiary levels is evident in various reform efforts initiated by individuals and professional groups of statisticians. This paper examines the past and on-going individual and institutional activities geared towards teacher training and preparation of statistics teachers in all levels of the Philippine educational system. It presents the Philippine experience as a good example of how the different individuals and groups work together to achieve reforms. Institutional efforts towards statistical capacity building are primarily done through the Philippine Statistical System and the Philippine Statistical Association . The challenges encountered in these reform efforts are examined as basis for recommended courses of action towards more effective institutionalization of reforms in statistics education.

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Xiuqin, Yang. "Achievement gains from Educational Policy Reform". En ICEIT 2019: 2019 8th International Conference on Educational and Information Technology. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3318396.3318434.

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Huang, Naizhu y Lijuan Ye. "Global Dilemma and Contemporary Educational Reform". En International Conference on Logistics Engineering, Management and Computer Science (LEMCS 2015). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/lemcs-15.2015.81.

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Shan, Yaojun, Yang Liu, Xiaosheng Zhang y Jin Bai. "Personalized management measures in educational reform". En International Conference on Information Engineering. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/icie131682.

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Nie, Yanliu, Hexiang Lu y Liyun Wang. "Research on Computer Professional Educational Reform". En 6th International Conference on Social Network, Communication and Education (SNCE 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/snce-16.2016.21.

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"The Teaching Reform of C Language Course". En 2020 International Conference on Educational Training and Educational Phenomena. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000996.

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""Online" Psychological Teaching Reform Research and Practice". En 2020 International Conference on Educational Training and Educational Phenomena. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000969.

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Informes sobre el tema "Educational reform"

Murnane, Richard J., Marcus R. Waldman, John B. Willett, Maria Soledad Bos y Emiliana Vegas. The Consequences of Educational Voucher Reform in Chile. Inter-American Development Bank, agosto de 2017. http://dx.doi.org/10.18235/0000886.

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Hanushek, Eric, Jens Ruhose y Ludger Woessmann. Economic Gains for U.S. States from Educational Reform. Cambridge, MA: National Bureau of Economic Research, diciembre de 2015. http://dx.doi.org/10.3386/w21770.

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Murnane, Richard, Marcus Waldman, John Willett, Maria Soledad Bos y Emiliana Vegas. The Consequences of Educational Voucher Reform in Chile. Cambridge, MA: National Bureau of Economic Research, junio de 2017. http://dx.doi.org/10.3386/w23550.

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Bertrand, Marianne, Magne Mogstad y Jack Mountjoy. Improving Educational Pathways to Social Mobility: Evidence from Norway’s “Reform 94”. Cambridge, MA: National Bureau of Economic Research, marzo de 2019. http://dx.doi.org/10.3386/w25679.

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Dave, Dhaval, Nancy Reichman y Hope Corman. Effects of Welfare Reform on Educational Acquisition of Young Adult Women. Cambridge, MA: National Bureau of Economic Research, noviembre de 2008. http://dx.doi.org/10.3386/w14466.

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Rigelman, Nicole. Teaching Mathematical Problem Solving in the Context of Oregon's Educational Reform. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.1759.

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Gershberg, Alec, Asnake Kefale y Belay Hagos Hailu. The Political Economy of Educational Reform and Learning in Ethiopia (1941-2021). Research on Improving Systems of Education (RISE), marzo de 2023. http://dx.doi.org/10.35489/bsg-rise-2023/pe09.

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This report analyzes the trajectory of reforms to improve learning outcomes in Ethiopia across three regimes (HSI, Derg, and EPRDF) since 1941. It employs a political settlements approach to trace the motivations, interests, and actions that led to certain policy choices, and draws on primary and secondary data sources to assess impacts on the education sector. The analysis focuses on three themes in particular: the politics of educational (learning) policymaking; national (regional) examinations and teacher career paths. Ultimately, the report argues that improving learning outcomes would require professionalization of education policy-making along with an impetus to improve policy continuity.

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Moore, Mark. Creating Efficient, Effective, and Just Educational Systems through Multi-Sector Strategies of Reform. Research on Improving Systems of Education (RISE), diciembre de 2015. http://dx.doi.org/10.35489/bsg-rise-wp_2015/004.

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London, Jonathan D. Adoption, Adaption, and the Iterative Challenges of Scaling up in Vietnam: Policy Entrepreneurship and System Coherence in a Major Pedagogical Reform. Research on Improving Systems of Education (RISE), marzo de 2023. http://dx.doi.org/10.35489/bsg-rise-misc_2023/11.

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Đặng Tự Ân played a pivotal role in the genesis, adoption, and diffusion of pedagogical and curricular reforms that are transforming teaching and learning in the Socialist Republic of Vietnam. His is a fascinating story of a career that began with the paralyzing disappointment of being assigned to study in a seemingly lowly teacher training college only to culminate, decades later, in his central role in the research, design, piloting, and scaling up of a reform that, despite numerous difficulties, would shape the most far-reaching and progressive curricular reforms in Vietnam’s long educational history. This essay uses the case of VNEN, a pedagogical and curricular reform adapted to Vietnam from the Colombian Escuela Nueva (EN) model, to advance our understanding of the challenges policy entrepreneurs and networks of policy stakeholders can encounter in efforts to institute pathbreaking reforms and of the formidable challenges they can encounter in bringing such reforms to scale. In contemporary research on the political economy of education and learning, the notion of an education system’s coherence for learning refers to the extent to which an education system develops relations of accountability that support improved learning outcomes across a range of relationships that define an education system and an array of policy design elements that education policies contain (Pritchett 2015, Kaffenberger and Spivack 2022). In the development literature, the notion of iterative adaptation speaks to a process wherein the performance of policies can improve rapidly through experimentation rather than mechanical transplantation of “best practices” (Andrews et al. 2013, Le 2018). From the standpoint of research on education systems and major reform efforts aimed at enhancing learning, the case of VNEN represents a particularly interesting instance of the innovation of pedagogical and curricular reforms that were, at their most successful moments, deeply coherent for learning, but which encountered problems at scale owing to a range of factors highlighted in this analysis. More broadly and however problematic at times, Vietnam’s VNEN experience contributed to the broad uptake and diffusion of new curricula and teaching practices. This raises questions about what we can learn from VNEN, including its successes and problems, that may have value for promoting continued improvement in Education systems performance around learning in Vietnam and other settings.

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Araya, Mesele, Caine Rolleston, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh y Tassew Woldehanna. Understanding the Impact of Large-Scale Educational Reform on Students’ Learning Outcomes in Ethiopia: The GEQIP-II Case. Research on Improving Systems of Education (RISE), enero de 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/125.

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The Ethiopian education system has been very dynamic over recent years, with a series of large-scale education program interventions, such as the Second Phase of General Education Quality Improvement Project (GEQIP-II) that aimed to improve student learning outcomes. Despite the large-scale programs, empirical studies assessing how such interventions have worked and who benefited from the reforms are limited. This study aims to understand the impact of the reform on Grade 4 students’ maths learning outcomes over a school year using two comparable Grade 4 cohort students from 33 common schools in the Young Lives (YL, 2012-13) and RISE (2018-19) surveys. We employ matching techniques to estimate the effects of the reform by accounting for baseline observable characteristics of the two cohorts matched within the same schools. Results show that the RISE cohort started the school year with a lower average test score than the YL cohort. At the start of Grade 4, the Average Treatment Effect on the Treated (ATT) is lower by 0.36 SD (p<0.01). In terms of learning gain over the school year, however, the RISE cohort has shown a modestly higher value-added than the YL cohort, with ATT of 0.074 SD (p<0.05). The learning gain particularly is higher for students in rural schools (0.125 SD & p<0.05), which is also stronger among rural boys (0.184 SD & p<0.05) than among rural girls. We consider the implications of our results from a system dynamic perspective; in that the GEQIP-II reform induced unprecedented access to primary education, where the national Net Enrolment Rate (NER) rose from 85.7 percent in 2012-13 to 95.3 percent in 2019-20, which is equivalent to nearly 3 million additional learners to the primary education at a national level. This shows that learning levels have not increased in tandem with enrolment, and the unprecedented access for nearly all children might create pressure on the school system. Current policy efforts should therefore focus on sustaining learning gains for all children while creating better access.

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