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Artículos de revistas sobre el tema "Educational reform"

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Publicado: 4 de junio de 2021
Última modificación: 11 de marzo de 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Chow, Clement. "Educational technology and educational reform". ECTJ 35, n.º 4 (diciembre de 1987): 245–47. http://dx.doi.org/10.1007/bf02766969.

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12

O'Connor, Terence. "Educational Ecology and Educational Reform". Review of Education 11, n.º 4 (septiembre de 1985): 271–76. http://dx.doi.org/10.1080/0098559850110408.

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13

Apple, Michael W. "Educational reform and educational crisis". Journal of Research in Science Teaching 29, n.º 8 (5 de julio de 2007): 779–89. http://dx.doi.org/10.1002/tea.3660290804.

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14

Putney, D. y R. C. Morris. "Educational Reform Revisited". Choice Reviews Online 49, n.º 03 (1 de noviembre de 2011): 431–44. http://dx.doi.org/10.5860/choice.49.03.431.

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15

Goldspink, Chris. "Rethinking Educational Reform". Educational Management Administration & Leadership 35, n.º 1 (enero de 2007): 27–50. http://dx.doi.org/10.1177/1741143207068219.

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16

Barrington, Tom. "Underpinning educational reform". Irish Educational Studies 13, n.º 1 (marzo de 1994): 289–91. http://dx.doi.org/10.1080/0332331940130123.

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17

COURTILLOT, V. "French Educational Reform". Science 253, n.º 5019 (2 de agosto de 1991): 493. http://dx.doi.org/10.1126/science.253.5019.493.

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18

Berlowitz, Marvin J. "Urban Educational Reform". Education and Urban Society 27, n.º 1 (noviembre de 1994): 82–95. http://dx.doi.org/10.1177/0013124594027001009.

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19

Farkas, George, Kathryn M. Borman, Peter W. Cookson, Alan R. Sadovnik, Joan Z. Spade, James S. Coleman, Barbara Schneider et al. "Educational Reform, Again". Contemporary Sociology 28, n.º 2 (marzo de 1999): 160. http://dx.doi.org/10.2307/2654846.

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20

Hula, Richard C., Richard W. Jelier y Mark Schauer. "Making Educational Reform". Urban Education 32, n.º 2 (mayo de 1997): 202–32. http://dx.doi.org/10.1177/0042085997032002003.

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21

Ericson, David P. y Frederick S. Ellett. "The Question of the Student In Educational Reform". education policy analysis archives 10 (2 de julio de 2002): 31. http://dx.doi.org/10.14507/epaa.v10n31.2002.

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In pursuing the goals of educational reform over the past several decades, educational policy makers have focused on teachers, administrators, and school structures as keys to higher educational achievement. As the would-be beneficiaries of reform, students, and their interaction with the educational system, have been almost entirely overlooked in the pursuit of educational excellence. Yet, as we argue, students are as causally central as educators in bringing about higher educational achievement. In what follows, we examine rational student interaction with the educational system and show why a large number of students have incentives to undercut the intent of the reforms. These are incentives created by our development of an educationally-based, meritocratic social and economic system. No one, apparently, is asking what exactly is in the reforms from the point of view of quite rational, if sometimes irresponsible, student self-interest. Indeed, the eduationally-based, meritocratic social and economic system may be actually forming student preferences guaranteed to result in educational mediocrity rather than excellence. Finally, we comment upon the meaning of "educational excellence" and show why the educational reformers' understanding of the purpose of public education—to compete in the global economic system—can only fail to capture it. In doing so, we point to the kinds of educational structures and policies that create multiple pathways to competent adulthood that do have a chance of bringing about the reformers' stated goal of excellence in the educational system. But these are structures and policies that challenge the entire conceptual framework of the current educational reform movement.
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22

Benton, Stephen L. y Kenneth B. Hoyt. "Educational reform: Implications for educational psychologists". Educational Psychology Review 2, n.º 3 (septiembre de 1990): 203–36. http://dx.doi.org/10.1007/bf01323279.

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23

Maharaj, Sachin y Nina Bascia. "Teachers’ Organizations and Educational Reform: Resistance and Beyond". Canadian Journal of Educational Administration and Policy, n.º 196 (30 de junio de 2021): 34–48. http://dx.doi.org/10.7202/1078516ar.

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This paper presents case studies of teacher union-government relationships in three Canadian provinces – British Columbia, Ontario, and Alberta – where teacher organizations have undertaken divergent strategic positions relative to educational reform. It identifies critical factors that may lead teacher unions to challenge government reforms, how and when a teacher organization might instead accommodate governmental reform, and under what circumstances union renewal drives an organization to establish reform strategies of its own. The paper demonstrates the results of these varied strategies and suggests that teacher unions’ stances, including when they are resistant, are rational and, arguably, necessary.
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24

Sindelar, Paul T., Addison K. Watanabe, Audrey D. McCray y Patricia J. Hornsby. "Special Education's Role in Literacy and Educational Reform". TEACHING Exceptional Children 24, n.º 3 (marzo de 1992): 38–40. http://dx.doi.org/10.1177/004005999202400309.

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25

Lever, Cecilia Osuna. "A conquista da aprendizagem em matemática: matéria pendente na agenda de políticas educacionais do México, para o ensino secundário superior". Revista on line de Política e Gestão Educacional 24, esp. 2 (30 de septiembre de 2020): 995–1014. http://dx.doi.org/10.22633/rpge.v24iesp2.14328.

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A reflection on the main educational reforms of recent years in Mexico is addressed, briefly describing which and how many have been, culminating with the recent 2019 Educational Reform. We point out, the fact that little information exists on the impact that the implementation of the reforms in the country has had, commenting on some of the published reports that analyze the previous 2013 Educational Reform. Derived from this, it is explained what an educational policy is and how in Mexico at the moment, there is no official document about the educational policy for the current six-year term and based on the new reform, and a brief analysis is presented on non-achievement in mathematics in higher secondary education. Consigning the urgency of designing educational policies that address, among others, the problem of low academic performance at this educational level.
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26

Wong, Sam J. L. y Brian Z. Wong. "U.S. Influences on Chinese Educational Reform". Pacific Historical Review 91, n.º 4 (2022): 525–59. http://dx.doi.org/10.1525/phr.2022.91.4.525.

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An analysis of the writings of Kuang Qizhao, a Qing official who spent time in the U.S. from 1874 through 1882, indicates that the initial stimulus for China’s educational reforms began much earlier than 1895. Based on his observations of schools and his interactions with the intelligentsia of Connecticut, Kuang came to the radical conclusion that universal education for both males and females would be the key to China’s wealth and power. He also believed that religion and tradition were crucial for inculcating the morality he saw as necessary for an effective modern society. Kuang played a role in establishing some of China’s first colleges; he promoted his educational reform ideas through his textbooks and newspapers; and he influenced some of China’s most important educational reformers, with Qing official Zhang Zhidong initiating significant educational and military reforms based on Kuang’s ideas.
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27

Schechter, Chen y Sherry Ganon-Shilon. "Reforming schools: the collective doubting perspective". International Journal of Educational Management 29, n.º 1 (12 de enero de 2015): 62–72. http://dx.doi.org/10.1108/ijem-07-2013-0117.

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Purpose – The ongoing challenge to sustain educational reforms requires a learning process through which doubt is induced as a means of fostering productive school change. The purpose of this paper is to explore the concept of doubt as well as the doubting process and its importance to the school community, particularly with regard to educational reforms. Design/methodology/approach – After discussing the notions of doubt and the doubting process in the context of school reform, collective doubting in school administration is presented, accompanied by empirical illustrations. Findings – Whereas existing change management literature acknowledges resistance to change as a negative phenomenon, doubt and doubting – questioning the taken-for-granted need for reform and the way the reform should be carried out – is conceptualized as a positive and constructive phenomenon, a source for collective learning. The paper presents limitations, implications, and avenues for future research regarding the doubting process in the context of school reform. Originality/value – The collective doubting perspective has been sorely under investigated in the educational context. The constructive reform framework of collective doubting may help schools and policy makers develop and sustain educational reforms to foster continuous growth within students and practitioners alike.
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28

Hampel, Robert L., William R. Johnson, David N. Plank, Diane Ravitch, David Tyack y Larry Cuban. "History and Educational Reform". History of Education Quarterly 36, n.º 4 (1996): 473. http://dx.doi.org/10.2307/369784.

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29

Arellano Marín, José Pablo. "Educational reform in Chile". CEPAL Review 2001, n.º 73 (8 de julio de 2001): 81–91. http://dx.doi.org/10.18356/b15cf4a7-en.

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30

SAKAI, Tsugiko. "Educational Reform in Italy". Comparative Education 1990, n.º 16 (1990): 77–90. http://dx.doi.org/10.5998/jces.1990.77.

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31

Shiraishi, Yoshiro. "Educational Reform and Sports". JAPAN JOURNAL OF SPORT SOCIOLOGY 1 (1993): 77–87. http://dx.doi.org/10.5987/jjsss.1.77.

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32

Friedenberg, Edgar Z. "Images of Educational Reform". Review of Education 14, n.º 1 (enero de 1991): 9–16. http://dx.doi.org/10.1080/0098559910140103.

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33

Spencer, Dee Ann. "Teachers and Educational Reform". Educational Researcher 25, n.º 9 (diciembre de 1996): 15–40. http://dx.doi.org/10.3102/0013189x025009015.

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34

Fuentes, Bertha Orozco y Sandra Elizondo Y. Carr. "Educational Reform in Mexico". International Journal of Educational Reform 2, n.º 1 (enero de 1993): 12–18. http://dx.doi.org/10.1177/105678799300200102.

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35

Maxcy, Spencer J. y Doreen O. Maxcy. "Educational Reform in Louisiana". International Journal of Educational Reform 2, n.º 3 (julio de 1993): 236–41. http://dx.doi.org/10.1177/105678799300200301.

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36

Butorac, Marylin M. y Patricia F. First. "Educational Reform in Oklahoma". International Journal of Educational Reform 3, n.º 4 (octubre de 1994): 414–26. http://dx.doi.org/10.1177/105678799400300404.

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37

Glasman, Naftaly S. y Lynette Diamond Glasman. "Educational Reform and Evaluation". Educational Administration Quarterly 24, n.º 4 (noviembre de 1988): 438–45. http://dx.doi.org/10.1177/0013161x88024004008.

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38

Hillis, Michael. "Power and Educational Reform". Educational Forum 71, n.º 4 (31 de diciembre de 2007): 374–76. http://dx.doi.org/10.1080/00131720709335026.

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39

Steffy, Betty E. "Educational Reform: Who Benefits". Journal of School Leadership 4, n.º 3 (mayo de 1994): 330–40. http://dx.doi.org/10.1177/105268469400400305.

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This article uses the Blau and Scott concept of cui bono to describe who has benefitted from the Kentucky Education Reform Act (KERA) enacted in April, 1990. Rank and file participants are defined as the certified and classified staff; owners or managers of the organization become the administration, school district/board, and legislature; the clients become the students and the public-at-large becomes the general citizens of the state. The analysis reviews the curriculum, governance, and finance initiatives in the reform.
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40

Murre, Piet. "Movements of Educational Reform". International Journal of Christianity & Education 24, n.º 1 (10 de noviembre de 2019): 118–19. http://dx.doi.org/10.1177/2056997119888150.

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41

Rule, William K. "More on Educational Reform". Physics Teacher 41, n.º 2 (febrero de 2003): 68. http://dx.doi.org/10.1119/1.1542033.

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42

Aksit, Necmi. "Educational reform in Turkey". International Journal of Educational Development 27, n.º 2 (marzo de 2007): 129–37. http://dx.doi.org/10.1016/j.ijedudev.2006.07.011.

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43

Suzuki, Isao. "Educational reform in Japan". Prospects 20, n.º 1 (marzo de 1990): 21–27. http://dx.doi.org/10.1007/bf02195424.

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44

Rharade, Abdelhag. "Educational reform in Kenya". Prospects 27, n.º 1 (marzo de 1997): 163–79. http://dx.doi.org/10.1007/bf02755362.

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45

Lindemann, Barbara. "History and Educational Reform". Reviews in American History 28, n.º 1 (2000): 142–50. http://dx.doi.org/10.1353/rah.2000.0009.

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46

Leonhardt, Annette. "Educational Reform in Slovakia". European Education 27, n.º 2 (julio de 1995): 37–45. http://dx.doi.org/10.2753/eue1056-4934270237.

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47

Blai, Boris. "Speaking Out: Educational Reform". Clearing House: A Journal of Educational Strategies, Issues and Ideas 60, n.º 1 (septiembre de 1986): 38–40. http://dx.doi.org/10.1080/00098655.1986.9959276.

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48

Hunter, Eagan. "Educational Reform in China". NASSP Bulletin 72, n.º 504 (enero de 1988): 74–81. http://dx.doi.org/10.1177/019263658807250415.

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49

Carlson, Dennis. "Postmodernism and Educational Reform". Educational Policy 6, n.º 4 (diciembre de 1992): 444–56. http://dx.doi.org/10.1177/0895904892006004006.

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50

Koschmann, Timothy y Janet L. Kolodner. "Technology and Educational Reform". Journal of the Learning Sciences 6, n.º 4 (octubre de 1997): 397–400. http://dx.doi.org/10.1207/s15327809jls0604_3.

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