Over the last few decades, demands that schools serve all students better and be accountable for student performance have inspired many education reforms. Meanwhile, the focus has shifted from assisting individual teachers and schools to applying proven reforms more widely-scale-up. The authors of the essays in this volume have helped extend various reforms beyond the environments in which they first proved successful. The authors recount the challenges they faced and the lessons they learned. One major challenge has been building the capacity in schools, districts, and states both to implement and to sustain the reforms. Some elements of successful scale-ups are adjusting programs for differing cultural and policy environments, implementing quality-control mechanisms, ensuring that all supports are in place (including financing), and fostering a sense of ownership. Success with any design requires participants at all levels-developers, teachers, schools, districts, and states-to cooperate in an iterative and complex and process that, among other things, aligns the program with local accountability requirements and provides the policies and infrastructure that will sustain the practices for the long term.
It offers a broad view on the unique experience of the reform and expansion of China's higher education, and evaluates the prospects for Chinese and foreign HE providers, regulators and other stakeholders.
Thomas Timar and David Kirp, "Educational Reform and Institutional Competence," Harvard Educational Review. 57 (August 1987), pp. 308330. 2 The "Theoretical Mystique" and Thematic Analysis In studying this.
Garfinkel, H. (1967) Studies in ethnomethodology, Englewood Cliffs, NJ: Prentice Hall. Gee, J. P. (1996) “On mobots and classrooms: The converging languages of the new capitalism and schooling”, Organization 5, 5: 586-407.
Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States: Summary of a Workshop. Washington, DC: National Academies Press. Fujita, H. 2007. “The Qualifications of the Teaching Force in ...
This book envisions the formulation of critical perspectives on education reform using the Philippine experience, recognizing the need to address relevant issues and challenges particularly in an increasingly globalized twenty-first century ...
Power and Policy Networks in the Neoliberal State Wayne Au, Joseph J. Ferrare ... Pedagogy, policy, and the privatized city: Stories of dispossession and defiance from New Orleans. New York: Teachers College Press.
This publication outlines the primary ingredients for creating this successful public-private partnership in education and provides a snapshot of how the program affected participating school communities and sponsors.
The book examines what governments actually do when they broaden curriculum goals, with attention to the details of implementation. To this end, the book examines system level reforms in six countries at various levels of development.
In this book, the authors examine how privatization policies are being adopted and why so many countries are engaging in this type of education reform.
The book features an analysis of teacher reform in Indonesia, which entailed a doubling of teacher salaries upon certification.