Gotowe bibliografie tematyczne / Middle school reform

Gotowa bibliografia na temat „Middle school reform”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 19 lutego 2022

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Artykuły w czasopismach na temat "Middle school reform"

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Bryant, Darren A., i Chunping Rao. "Teachers as reform leaders in Chinese schools". International Journal of Educational Management 33, nr 4 (7.05.2019): 663–77. http://dx.doi.org/10.1108/ijem-12-2017-0371.

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Purpose The purpose of this paper is to analyze the influence of teacher leadership on the enactment of educational reforms in southeastern China. It considers how the work of middle and teacher leaders in schools is structured to support reform enactment at the school level. Design/methodology/approach The research was conducted in three case study sites in one school district in Shenzhen, China. Low, moderate and high academic achieving schools which had engaged teacher leaders in instructional reforms were selected. A combined total of 34 senior, middle and teacher leaders participated in semi-structured interviews, which were analyzed through a comparative coding process. Findings Across the three schools, teacher leaders without positional authority strongly influenced the instructional reforms. Their influence was strongest when bolstered by a combination of formal recognition systems, opportunities to lead projects that were directly related to the reform efforts, and mentorship systems that skilled novice teachers in reform-related skills and experienced teachers in leading reform enactment. Mechanisms and structures embedded in schools, when coherently focused on selected reforms, supported the efficacy of teachers without formal authority. And, middle leaders’ impact was enhanced when working collaboratively with formal and teacher leaders. Originality/value This research yields insight on teacher leaders’ influence of reform. It considers how the work of middle and teacher leaders can be structured as a collective that impacts on reform enactment at the school level. And, it illuminates teacher leadership in a Chinese context other than the scrutinized Shanghai school system.
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Strahan, David, Jewell Cooper i Martha Ward. "Middle School Reform Through Data and Dialogue". Evaluation Review 25, nr 1 (luty 2001): 72–99. http://dx.doi.org/10.1177/0193841x0102500104.

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Coleman, Mary Ruth, i James J. Gallagher. "The Successful Blending of Gifted Education with Middle Schools and Cooperative Learning: Two Studies". Journal for the Education of the Gifted 18, nr 4 (październik 1995): 362–84. http://dx.doi.org/10.1177/016235329501800402.

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The results of two studies—one focused on gifted students in middle school, and a second focused on gifted students in cooperative learning programs—are presented. In each study, five sites were identified that were successfully blending the school reform initiative (i.e., middle schools or cooperative learning) with gifted education. The studies showed that the needs of gifted students can be met within middle schools and within cooperative learning programs. In each case, however, specific attention to the needs of gifted students was incorporated in the planning and implementation of reform efforts. Ideas for addressing gifted students within the middle schools and within cooperative learning are given.
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Ruby, Allen M. "Internal Teacher Turnover in Urban Middle School Reform". Journal of Education for Students Placed at Risk (JESPAR) 7, nr 4 (październik 2002): 379–406. http://dx.doi.org/10.1207/s15327671espr0704_2.

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Cady, JoAnn. "Implementing Reform Practices in a Middle School Classroom". Mathematics Teaching in the Middle School 11, nr 9 (maj 2006): 460–66. http://dx.doi.org/10.5951/mtms.11.9.0460.

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As a Middle School Instructor, I categorized myself as a teacher who followed the NCTM's recommendations for teaching mathematics in the middle school (NCTM 2000). However, after entering a doctoral program in mathematics education, I realized that there was more to implementing the Standards in my classroom than using manipulatives and asking “why” questions. My research focused on preservice teachers' implementation of practices recommended by NCTM during their clinical experiences and as first-year teachers. These novice teachers were overwhelmed when placed in their own classrooms and had difficulty implementing Standards-based practices during their first year of teaching. Limited planning time, limited class time to engage in discussion, traditional textbooks, and assessment pressures were cited as constraints that prevented them from implementing Standards-based practices (Cady 2002).
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SOFO, RON. "Voices Inside Schools: Beyond NCLB and AYP: One Superintendent's Experience of School District Reform". Harvard Educational Review 78, nr 2 (1.07.2008): 391–409. http://dx.doi.org/10.17763/haer.78.2.r203q61g53q81327.

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In this Voices Inside Schools essay, Ron Sofo, a school district superintendent in western Pennsylvania, argues that schools need bottom-up solutions more than topdown mandates if they are to prepare all students to meet twenty-first-century workforce demands. Framing the discussion in terms of his district's reform model — the "New 4 Rs" of rigor, relevance, relationships, and reflection — Sofo describes how one middle school developed a multifaceted, classroom-level intervention to support struggling learners. He then explains how that effort was scaled up to other grades and how insights from the initiative reverberated throughout the district. In telling his story, Sofo depicts the instructional reforms his staff undertook, the challenges they encountered, and the early indications of their success. His essay offers a window into the complex process of instructional reform at the classroom, school, and district levels.
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Noonan, James. "In Here, Out There: Professional Learning and the Process of School Improvement". Harvard Educational Review 84, nr 2 (13.06.2014): 145–61. http://dx.doi.org/10.17763/haer.84.2.3qh5661426wn4356.

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In this article, James Noonan uses portraiture to examine how the administrative team and the teachers at a small, urban middle school approach school improvement. He illustrates the ways in which the pressures associated with attempting school reform in our current high-accountability environment make it difficult for school personnel to engage in the deep learning that transformative change requires. Noonan finds that at Fields Middle School, district-initiated redesign is built around an expansive view of learning that embraces uncertainty, collaboration, and reflection as catalysts for broad and sustained school improvement. He illuminates school transformation efforts that hinge on adult learning and an understanding of schools as learning organizations, in contrast to reform efforts that adopt linear and hierarchical views of teaching and learning.
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Gaudio, Angelo. "Giovanni Gozzer and the reform of secondary schools in Italy during the Seventies". Rivista di Storia dell’Educazione 8, nr 1 (26.05.2021): 61–69. http://dx.doi.org/10.36253/rse-10362.

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This article deals with the role played by Giovanni Gozzer in opposition to the secondary school reform in Italy during the second half of the Seventies. Drawing on the arguments of the international debate, which he knew in great detail, he defended the ongoing middle school reforms of 1962 but opposed the proposals for the secondary school reforms, considering them to be promoted principally by the communist party which even seemed to succeed in holding sway over the left-wing reformist Christian democrats.
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Morante-Brock, Sandra. "The Common Core State Standards: School Reform at Three Suburban Middle Schools". Journal of School Public Relations 35, nr 2 (1.04.2014): 207–41. http://dx.doi.org/10.3138/jspr.35.2.207.

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Gray, Elizabeth, i Rebecca Lowenhaupt. "Reinventing Middle School Using Design Thinking: Managing Reform at an Independent School". Journal of Cases in Educational Leadership 24, nr 3 (10.02.2021): 39–48. http://dx.doi.org/10.1177/1555458921991214.

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This case presents how the leadership team and faculty of a small, independent school used design thinking to respond to a competitive marketplace and desire for enrollment growth in the middle grades. The new middle school head came in with a mandate for substantial change and sought to engage all stakeholders in a process of redesign and program renewal. The case describes how leaders involved the school community in the Design Thinking protocol to solve intangible design problems. It explores leadership challenges presented by this approach, including strategies to address these challenges.
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Rozprawy doktorskie na temat "Middle school reform"

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Smith, AnneMarie Kestner. "Culture and Middle School Reform| From Stalled to Cruising. A Case Study of a Leadership Team's Journey Implementing Middle School Reform". Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10076078.

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Academic and behavioral success in middle school is a predictor of academic and behavioral success in high school. How best to provide a developmentally responsive education to students at the middle level is a challenge that American educators and policymakers need to address (Jackson et al., 2000). This case study provides an understanding of the unique organizational structures and school culture that contributed to a diverse school’s fostering and sustaining the goals of a middle school reform initiative designed to contribute to students’ academic and behavioral success.

Once a low-performing school with high disciplinary referrals, Crossroads Middle School is now considered exemplary because of high ratings on district climate surveys and success in increasing student achievement for all student groups since implementation of the reform strategy. Notably, during the reform implementation, three principals led the school. Given this leadership turnover, the school’s success cannot be attributed to one charismatic leader, but rather the organizational culture fostered by the instructional leadership team. Data include interviews with 19 past and present members of the instructional leadership team, meeting observations, and reviews of school documents and artifacts. This exemplary case study reveals the shared norms, values, and beliefs developed over time by the leadership team members as they designed and implemented the structures, policies, and practices needed to foster the goals of the reform.

Crossroads had and continues to have a student population that mirrors the demographics of its large diverse district. This diversity contributes to the relevancy of the findings for other school leaders in districts that have diverse student populations and who seek to improve middle level education. The results of this study may inform district leaders and school-based staff seeking to adopt a middle school model uniquely suited to developing middle school students, and seeking to develop a staff with skill sets unique to teaching students at the middle school level.

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Watson, James Richard. "Organizational change and reform in middle grade education: A California middle school case study". CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1140.

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Delery, Alan. "School Choice: The Black Middle-class Dilemma". ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1128.

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This case study assesses the elementary school choice decision-making process of black middle-class families living in the Algiers community of New Orleans following Hurricane Katrina. The concept of community has been central to the success of blacks in America since Reconstruction. However, as the Civil Rights Movement helped eliminate some of the legal obstacles facing blacks and provided them with more access to opportunities, it also had the unfortunate consequence of redirecting the attention of blacks more inwardly to the success of their own families, thus diminishing some of the formerly needed sense of community responsibility. These families are not oblivious to the racism that still exists. Yet, they go about a process of prioritizing their options within their choice sets in order to strike the best, if not optimal, balance of school characteristics, such as Catholic tradition, racial diversity and academic rigor, to ensure the success of their children.
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Patrick, Christy M. "Educational Stakeholders' Perceptions during Grading Reform in One Middle School". Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3736294.

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The purpose of this study was to analyze the factors influencing middle school grading reform. The study involved all stakeholders in one middle school community. Participants were surveyed to determine which standards-based grading practices were most welcomed among middle school students, parents, teachers, and administrators. Additionally, students’ perceived motivation levels when evaluated using standards-based grading practices were quantified and the necessary support needs of middle school teachers were identified as they attempted school-wide grading reform. Many are calling for school leaders to evaluate unreliable traditional grading methods and reform grading to a standards-based approach (Guskey, Swan, & Jung, 2011; Wormeli, 2013). For this reason, the survey items used in the study were based on the positive and negative outcomes of standards-based grading found in current research. The sample groups for the study included 137 middle school students, 148 parents, 25 teachers, and three administrators. Descriptive statistics were used to analyze the results of Likert-style survey items and open-ended questions. Findings indicated the most accepted grading changes among all stakeholders included allowing students multiple attempts to show the learning of a concept and providing for awareness and understanding of learning objectives. The teacher survey results revealed necessary support needs when attempting grading reform include the following: making grading decisions together as a faculty, communicating grading changes with parents, and allowing for time to implement grading changes correctly.

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Geraghty, Eileen Theresa 1952. "Site-based decision-making in the realm of middle school reform". Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282489.

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The purpose of this study was to identify the current level of implementation of site-based decision making (SBDM) in middle schools in a large Southwestern urban school district. These middle schools were in the process of establishing elements of the middle school concept as defined by the district. Implementation of site-based decision making had brought the responsibilities of daily decision making and problem solving as well as the challenge of making decisions about middle school philosophy much closer to the classroom. Implementation of SBDM in these middle schools had also brought an increase in the amount of teacher involvement in the deliberations that affected their lives in school. The primary purpose of SBDM may not be to improve student achievement but to improve the quality of life for the various staff who are responsible for improving student achievement. The instrument employed in this study measured the degrees to which teachers and staff perceived their actual and desired levels of participation in SBDM. It is necessary to measure growth and progress of SBDM for administrators to create a focus for future planning. The survey information indicated key areas of importance to school staff and served as a determinant of the climate in the district's exemplary middle schools. Administrators must delegate leadership roles and trust pedagogical expertise to teachers. The change in paradigms to transformational leadership allows for this empowerment of teachers and the possibility for SBDM to emerge. SBDM gives the decision-making community a sense of ownership of the innovation. Leadership practices potentially contribute to the outcomes to which schools aspire for students. Teachers' actual and desired levels of participation in SBDM differed substantially on almost every item in each subscale of the survey instrument. Desire for more participation was indicated in the areas of curriculum, instruction, goal setting, standards, staff development, and staffing. Less interest in participation was exhibited in budget management, evaluation, and making decisions about staff development. Respondents did not consider their sites to be strong examples of the district's middle school concept.
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Adams, John Ray. "Aligning brain-based middle school reform with the California State Standards". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1878.

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Stuart, Hammer Kathryn Elizabeth. "An assessment of standards based reform in Florida's middle school science programs". [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0004704.

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Cauthen, Sandra Dalton. "Documenting Systemic Reform in Mathematics: A Case Study of One Middle School". Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/28628.

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An operational definition of Systemic Reform is used to document a case study of mathematics education reforms occurring in the mathematics classrooms of one middle school in one school division in one state. The middle school had two lead teachers who participated in the training component of a National Science Foundation-funded state-wide Systemic Reform Initiative. Systemic Reform conceptualized reform as combining bottom-up reform with top-down support. Therefore, the research methodology confronted the challenges of the breadth and complexity of Systemic Reform through the use of selective data in the form of artifacts, interviews, and observations from four populations: (1) classroom teachers, (2) building administrators, (3) district administrators, and (4) state-level staff. The study was conducted at four levels over a five-year period to provide the focus for longitudinal data collection to document: (1) the status of mathematics education during the 1995-96 primary data collection year, (2) the evolution of mathematics education reform over the course of the five year period, and (3) the manner in which Systemic Reform occurred. All levels of educators involved made an initial five-year commitment as active participants in the State's Systemic Reform Initiative, but only the Lead Teacher actually carried through with this commitment. After the first year division-level administrators shifted the focus of reform efforts to the elementary schools and discontinued support for the middle schools; after the second year both the division and state-level administrators withdrew all support. Although changes were made at the school level which supported reform in mathematics education (i.e., adoption of constructivist-type instructional materials, purchase of classroom sets of manipulatives and calculators, implementation of block scheduling, and the organization of teachers in interdisciplinary teams) the necessary changes in technology, curriculum and assessment were not in place to support the reform efforts. Through the perseverance of the Lead Teacher some changes in mathematics classrooms were documented, but the lack of consistent administrative leadership/support and emphasis on multiple reforms ended in the all to common bandwagon phenomena at the building, division and state levels so characteristic of change efforts in schools.
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West, Wycondia. "A Program Evaluation of the Comprehensive School Reform Model Making Middle Grades Work". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2704.

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A Program Evaluation of the Comprehensive School Reform Model Making Middle Grades Work by Wycondia S. West MA, Spring Hill College, 2002 BS, Spring Hill College, 1998 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University August 2016 There is increasing concern in the United States about the academic challenges that middle grade students face. Middle schools are not meeting accountability standards, and as a result students are not being adequately prepared for high school. In response to these concerns, a state in the southeastern United States adopted a comprehensive school reform model known as Making Middle Grades Work (MMGW) in 2006. The purpose of this program evaluation was to explore the effectiveness of the MMGW program and provide recommendations for improvement. Conceptually, this program evaluation drew upon the MMGW model. The research questions focused on exploring teachers and administrators' perceptions of and suggestions for improving the MMGW program. A collective case study design was used. Eight teachers and 4 administrators with experience in Grades 6-8 and training in MMGW were interviewed. School documents were also reviewed. The participants were purposefully invited from 4 middle schools (1 low performing and 3 high performing) in a district in the southeastern United States. Thematic analysis was used to code the data, and identified themes were summarized. Findings suggested that the current implementation of the MMGW model lacked consistency, uniformity, commitment, and opportunities for professional development. A formative report was created that provided recommendations for ongoing program evaluation and training for middle level educators in the district. Implementation of this project within the schools or the district will increase the lifespan of the MMGW reform model. Also, this implementation may improve academic achievement for middle school students and help to improve high school graduation rates.
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Hill, Lynn Thomas. "TeacherWork: A Journey to Recast the Reggio Emilia Approach for a Middle School Within the Context of Power, Politics, and Personalities". Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/29475.

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The purpose of this study was to focus on a teacher-led school reform initiative. Inspired by the Reggio Emilia Approach for Early Childhood Education and committed to constructivist teaching and learning, a group of Middle School teachers embarked on a journey to plan a new way of thinking and being in a Middle School. This ethnographic study utilized observations, interviews, participant action research, and a variety of field texts to capture the story of these remarkable teachers. This case study chronicles the life and work of thirteen teachers, three administrators and two university faculty members as they struggled to make sense of the planning process that was necessary to launch a reform effort. Particular attention was focused on the power, politics, and personalities that both harmonized and conflicted with the work of these reformers. Analysis revealed a passionate desire on the part of the reformers to change the face of schooling and education for children and for themselves. Conflicting forces in opposition to their best efforts included the lack of adequate time to devote to such a cause, institutional and cultural rituals in the school, and a changing political climate in the town in which the reform was initiated. Despite the barriers, this group has been able to achieve a solid sense of community and has been able to stand together as an articulate, knowledgeable, savvy group of educators on behalf of improved education for children. Strengthening their power base through collaboration with the administrators at their school has escalated their effort to the implementation stage. Sharing vision and responsibility, their dream is coming true. Based on lessons learned in the journey with the teachers a model for exploration of process of innovation in context is proposed.
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Książki na temat "Middle school reform"

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(Program), Middle Start. Middle Start rubrics for comprehensive school reform. New York, NY: Middle Start National Center at AED, 2003.

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Hatch, Holly. Mobilizing resources for district-wide middle-grades reform. Columbus, Ohio: National Middle School Association, 1997.

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Lewis, Anne Chambers. Changing the odds: Middle school reform in progress, 1991-1993. New York, N.Y: Edna McConnell Clark Foundation, 1993.

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Lewis, Anne Chambers. Believing in ourselves: Progress and struggle in urban middle school reform 1989-1995. New York, NY: Edna McConnell Clark Foundation, 1995.

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Bliss, Traci. Secondary and middle school teachers in the midst of reform: Common thread cases. Upper Saddle River, N.J: Merrill, 1998.

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Second-language learners and middle school reform: A case study of a school in transition. Washington, DC: Council of Chief State School Officers, 1995.

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Underwood, Terry. The portfolio project: A study of assessment, instruction, and middle school reform. Urbana, Ill: National Council of Teachers of English, 1999.

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Wheelock, Anne. Safe to be smart: Building a culture for standards-based reform in the middle grades. Columbus, Ohio: National Middle School Association, 1998.

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The challenge of school reform: A journalist's education in the classroom. Lanham, Md: Rowman & Littlefield Publishers, 2010.

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Minicucci, Catherine. Learning science and English: How school reform advances scientific learning for limited English proficient middle school students. [Santa Cruz, Calif.]: National Center for Research on Cultural Diversity and Second Language Learning, 1996.

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Części książek na temat "Middle school reform"

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Rakow, Susan. "National Reform Movements and Trends". W Educating Gifted Students in Middle School, 123–37. Wyd. 3. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234807-5.

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Hill, Peter W., i V. Jean Russell. "Systemic, Whole-School Reform of the Middle Years of Schooling". W Enhancing Educational Excellence, Equity and Efficiency, 167–96. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-011-4253-3_8.

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Sondergeld, Toni A., Andrea R. Milner, Laurence J. Coleman i Thomas Southern. "Lessons from the Field: Examining the Challenges and Successes of a Mathematics and Science Program Using Acceleration and Enrichment for Gifted Urban Middle School Students". W Secondary STEM Educational Reform, 75–101. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9781137002228_4.

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Cleveland, Benjamin. "Addressing the Spatial To Catalyse Socio-Pedagogical Reform in Middle Years Education". W The Translational Design of Schools, 27–49. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-364-3_2.

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Tu, Mingjiang, Ling Li i Jiafu Zheng. "Issues and Policy Studies of the Mechanism Governing the Flow of Teachers in Primary and Middle Schools—A Case Study of the Pastoral Areas in the SK Autonomous Region". W Chinese Elementary Education System Reform in Rural, Pastoral, Ethnic, and Private Schools, 75–104. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4561-5_3.

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Pendergast, Donna. "School reform and sustainable practice". W Teaching Middle Years, 323–58. Routledge, 2020. http://dx.doi.org/10.4324/9781003117780-23.

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Senk, Sharon L., i Denisse R. Thompson. "Middle School Mathematics Curriculum Reform". W Standards-Based School Mathematics Curricula, 181–92. Routledge, 2020. http://dx.doi.org/10.4324/9781003064275-8.

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"CHAPTER TWO: Religious Reform: The Reform Movement and the Historical Positivist School". W The Middle Way, 158–343. Boston, USA: Academic Studies Press, 2019. http://dx.doi.org/10.1515/9781618114099-006.

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"Chapter Four. Boston: Agenda Setting and School Reform in a Mayor-centric System". W Mayors in the Middle, 96–119. Princeton University Press, 2004. http://dx.doi.org/10.1515/9780691222578-006.

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Hurtado, María Elena Zepeda. "Evaluation of Teaching Competency-Based Performance in Middle School Education". W Advances in Educational Marketing, Administration, and Leadership, 159–81. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0457-3.ch010.

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The research analyzes the problem of teachers' evaluation of Middle School Education at the Instituto Politécnico Nacional (IPN, for its acronyms in Spanish), which has been practiced using the same instrument since the assessment process started until now. From this approach, the National Education Model of high-schools, and, consequently, of the Instituto Politécnico Nacional is competency-based. There are eight competencies assigned to teachers' development, which are included in the Comprehensive Reform of Middle School Education. The eight teaching competencies are unfolded as attributes that are displayed as performance and/or products, which make up: knowledges, skills and attitudes that are applied in the classroom in order to generate learning environments and to have students develop their own competencies to achieve the high-school degree profile. The general aim of the research is to design an evaluation instrument of middle school education at the IPN, so that students determine the teachers' development according to the model of competencies.
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Streszczenia konferencji na temat "Middle school reform"

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Ju-Cheol, Shin. "North Koreas Middle School Education". W 2014 International Conference on Education Reform and Modern Management (ERMM-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/ermm-14.2014.93.

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Cheng, Chun-Hung, i Mei-Ju Chen. "SCHOOL LEADERSHIP AND TEACHERS’ IMPLEMENTATION OF CURRICULUM REFORM IN TAIWAN: MEDIATING EFFECT OF TEACHERS' ORIENTATION". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end144.

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In response to the global education development trend, Taiwan had officially launched the Competency-based Education Reform in 2019. Although school leadership has been linked to teachers' changes, the relationship's underlying mechanism remains unclear. Thus, we aimed to examine the mediating effect of teachers' orientation toward curriculum changes on the relationship between school leadership and teachers' implementation of reform. In October 2020, we conducted a questionnaire survey on teachers in 53 elementary and middle schools among six counties/cities in Taiwan. Among 506 valid responses, 345 teachers are women (68.2%) and 161 are men (31.8%). We adapted the Education Reform Scale developed by Ramberg in 2014. The dependent variable was “Teachers' Implementation of Curriculum Reform (3-item)”. The main predictors included “School Leadership (4-item)” and “Teachers' Orientation toward Changes (3-item)”. Each item was responded to on a 6-point scale from strongly disagree to strongly agree. We used SPSS PROCESS macro to conduct the mediation analysis. After controlling for teacher’s characteristics, the regression model showed that school leadership is positively associated with teachers' implementation of reform (β=0.450, p<0.001). After adding teachers' orientation in the model, the association of school leadership with teachers' implementation of reform attenuated but remained statistically significant (β=0.286, p<0.001). Teachers' orientation showed a significant indirect effect on the association between school leadership and teachers' implementation of reform (β=0.164; Bootstrap 95% CI=0.105 to 0.227). This study suggests that teachers' orientation toward curriculum changes partially mediates the relationship between school leadership and teachers’ implementation of the Competency-based Education reform.
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Chan, Waichun. "Correlation Analysis of Physical Exercise and Mental Health of Middle School Students — An Empirical Study based on 10 Middle Schools in H Province". W Proceedings of the 2018 International Workshop on Education Reform and Social Sciences (ERSS 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/erss-18.2019.141.

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Zhu, Jiarui, Wangliang Mei i Kai Hu. "Comparative Study on Sports Behavior Habits of Middle School Students Between China and Singapore". W 6th International Conference on Education Reform and Modern Management (ERMM 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210513.022.

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Liang, Zirou. "Research on the Formation and Cultivation of Psychological Resilience in Middle School Students". W Proceedings of the 2nd International Workshop on Education Reform and Social Sciences (ERSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191206.033.

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Yao, Fang, i Dengguang Yu. "To Sow the Seeds of Innovation Consciousness in Junior Middle School Students Based on Material Engineering". W 2018 International Conference on Social Science and Education Reform (ICSSER 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsser-18.2018.64.

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Shi, Ping, i Wei Wang. "The Practice of English Reading Teaching in Junior Middle School based on Basic Education Reform". W Proceedings of the 3rd Annual International Conference on Education and Development (ICED 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iced-18.2018.31.

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Lin, Jiayi. "The Comparative Study of Teachers as Reform Leaders in Middle School Between Hong Kong and Mainland". W 6th International Conference on Humanities and Social Science Research (ICHSSR 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200428.003.

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Lu, Guo, Xiaohong Lin i Dan Li. "A Study on the Basic Situation of PE Teachers in the Background of Sports senior high school entrance examination reform in urban middle school, Jilin province". W 2017 7th International Conference on Education, Management, Computer and Society (EMCS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emcs-17.2017.279.

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Yin, Xuechi, Jian Mao i Lan Luo. "A Review of Researches on Teachers’ Occupational Burnout in Primary and Middle Schools". W 6th International Conference on Education Reform and Modern Management (ERMM 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210513.050.

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Raporty organizacyjne na temat "Middle school reform"

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Thieman, Gayle. Factors Influencing Middle School Teachers to Change Classroom Practice in Response to Standards-Based Reform. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.1460.

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Fullan, Michael, i Joanne Quinn. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Deep Learning: Transforming Systems to Prepare Tomorrow’s Citizens. Inter-American Development Bank, grudzień 2020. http://dx.doi.org/10.18235/0002959.

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Disruptive innovators take advantage of unique opportunities. Prior to COVID-19 progress in Latin America and the Caribbean for integrating technology, learning, and system change has been exceedingly slow. In this paper we first offer a general framework for transforming education. The framework focuses on the provision of technology, innovative ideas in learning and well-being, and what we call systemness which are favorable change factors at the local, middle/regional, and policy levels. We then take up the matter of system reform in Latin America and the Caribbean noting problems and potential. Then, we turn to a specific model in system change that we have developed called New Pedagogies for Deep Learning, a model developed in partnerships with groups of schools in ten countries since 2014. The model consists of three main components: 6 Global Competences (character, citizenship, collaboration, communication, creativity, and critical thinking), 4 learning elements (pedagogy, learning partnerships, learning environments, leveraging digital), and three system conditions (school culture, district/regional culture, and system policy). We offer a case study of relative success based on Uruguay with whom we have been working since 2014. Finally, we identify steps and recommendations for next steps in Latin America for taking action on system reform in the next perioda time that we consider critical for taking advantage of the current pandemic disruption. The next few years will be crucial for either attaining positive breakthroughs or slipping backwards into a reinforced status quo.
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