Search results for: Education reform
Page 3/7 65 items
This article represents a tentative step toward understanding the social and psychological underpinnings of education reform in the United States during the last quarter century. This analytic essay uses a review of the literature, including psychoanalytic research on narcissism and narcissistic parenting as well as contemporary critical theory related to education reform, to examine arguments and policies evidenced in A Nation at Risk and No Child Left Behind.
Updated: Oct. 27, 2011
Maintaining, Reframing, and Disrupting Traditional Expectations and Outcomes for Professional Development with Critical Friends Groups
The goal of this study is to highlight the successes and challenges inherent in this district’s use of the CFG model and provide the district and school leaders with feedback to inform their progress as they enter the 3rd year of implementation.Findings suggest that the CFG model can positively impact the professional development of those involved. However, without explicit attention being given to the nature of the dialogue that actually occurs within the CFGs and its relationship to the larger school improvement efforts, and teachers’ individual practice, it is difficult to affect changes in how teachers either share or enact their instructional practices.
Updated: Sep. 14, 2011
The Chinese Ministry of Education proposed recently reforms in professional experience for pre-service teachers. The current study explores the attitudes of teacher educators in China toward these educational reforms and their perception of the challenges facing the implementation of the proposed reforms. The findings indicate that some of the challenges reflect the unique context in China, where supply of teachers now exceeds demand, the management of professional experience is marginalized, and there is minimal contact between schools used for professional experience placements and teacher education institutions.
Updated: Mar. 22, 2011
This article describes a study on teacher educators' professional development in the context of national curriculum reform in China. The article presents a case study on Chinese teacher educators' professional development in the context of education reform. It explains the background of the implementation of the new curriculum of basic education and its impacts on teacher education. After analyzing the major issues emerging from the investigation, the author suggests further research regarding the development of a sustainable curriculum of teacher education and steering standards for teacher educators' professional development.
Updated: Apr. 27, 2010
This article examines three ways that social movements have worked to stratify public education over the past century, with each movement experiencing an ideological shift in response to the civil rights movements of the mid-1900s. Three theoretical lenses help to differentiate what are really overlapping movements—namely, neoliberalism, Christian fundamentalism, and neoconservatism—that make attacks on public education and teacher education seem like “common sense.” Implications for reframing teacher education conclude the article.
Updated: Apr. 27, 2010
This article is a brief analysis of the roots of TFA’s extraordinary rise as a major player in the world of educational reform and educational policy. In particular, the author focuses on the enormous marketing advantage that TFA enjoys over teacher education (TE) programs in recruiting students into the role of teacher. The author concludes that the competition between TFA and TE is a case of “heads they win, tails we lose.”
Updated: Mar. 14, 2010
In this article, the author challenges the notion that boldness is an inherently good thing. The author argues against the pursuit of boldness per se. In fact, the author argues that bold ideas are part of our problem, for by definition they are unrealistic. Ultimately, bold ideas fail because they don’t take real circumstances into account. The author examines four versions of the concept of boldness and show why each ultimately offers false hope.
Updated: Mar. 14, 2010
The Role of 'Accomplished Teachers' in Professional Learning Communities: Uncovering Practice and Enabling Leadership
This article describes the signature role played by accomplished, experienced teachers in professional learning communities, and the importance that these practitioners make their teaching public and shared. In so doing, the authors describe how accomplished practices can be shared between classrooms and between practitioners with varying levels of experience. The authors examine five different examples, three from programs developed by the Carnegie Foundation for the Advancement of Teaching and two studies done on and with the National Writing Project. The authors conclude that robust, lasting professional development must begin with what teachers know and do, effecting educational reform from within the classroom.
Updated: Dec. 02, 2009
The purpose of this paper is defining what 'transversal training' represents in secondary teachers' training in France. It attempts at the same time to assess critically the place it holds in the framework of the two years of training that university institutes for teacher training provide for young teachers.
Updated: Nov. 04, 2009
The study presents a historical background of teacher education in Jordan. It also outlines the components of the present teacher education program at Hashemite University. Based on the discussion of the current teacher education program and the revision of related educational literature, this article attempts to present a reform plan that will take into account the gaps and shortcomings in the current teacher education programs and the views of researchers in the field.
Updated: Oct. 28, 2009