Search results for: Educational change
Page 6/21 207 items
This essay describes the approach the U.S. Department of Education has taken in its Increasing Educational Productivity project. The authors argue that the department’s actual practice in this instance has fallen short of the rhetorical embrace of evidence-based decision making.
Updated: Oct. 23, 2013
This article considers the theme: how to take what we know from research and put it to effective policy and practice use. The author highlights her own model of change, which she refers to as the Model of Generative Change, and explains the stages or phases of generativity that can be experienced in the research lives of education researchers.
Updated: Oct. 22, 2013
This paper outlines an overview of Cádiz in 1812 and the Constitution. The article describes the development of the contents of this constitution; its influence on the constitutions of other countries and vice versa; and the role of women under this constitution. This article will explain the contributions of this constitution and subsequent extensions regarding developments in education.The article will also highlight the importance of this constitution to the development of education.
Updated: Oct. 09, 2013
As education reform shifts the focus to college and career readiness, approaches for setting performance standards need to be revised. The authors argue that the focus on assessing student readiness can move performance standards toward an increasingly empirical grounding, and leading to better guideposts for instructional improvement. Specifically, the authors describe and illustrate the processes and practices associated with evidence-based standard setting.
Updated: Sep. 17, 2013
Facing the Changing Demands of Europe: Integrating Entrepreneurship Education in Finnish Teacher Training Curricula
The current paper describes the ways in which entrepreneurship education is included in the curricula of Finnish teacher training. The current unstable situation in the EU requires not only economic arrangements, but also new approaches in other areas, such as education and its reform. As an implication for practice, the authors propose there could be more support for curriculum design of higher education at both national and EU level.
Updated: Sep. 15, 2013
This article describes the accounts of school students regarding the difference between traditional and competence-based models. The data demonstrate the tensions caused by pupils’ perceptions of the demands of summative assessment systems, which reflect a very different epistemology from experiential/competence models. The authors conclude that greater pedagogical literacy, attention to professional development, assessment reform and engaging students as partners in curriculum reform are needed.
Updated: Sep. 15, 2013
Comparison as Curriculum Governance: Dynamics of the European-Wide Governance Technology of Comparison within England’s National Curriculum Reforms
The current paper focuses on how the curriculum is governed by comparative knowledge. Particularly, the article identifies how this facet of governance has manifested itself within the policy space of England’s National Curriculum reforms. While international comparative logic within England’s National Curriculum could be regarded as a manifestation of a European-wide governing technology, the article suggests that the distinctiveness of ‘Europe’ is at risk of being lost to dominant global knowledge paradigms which are also an integral part of the ‘governance by comparison’ process.
Updated: Sep. 15, 2013
The Consequences of International Comparisons for Public Support of K–12 Education: Evidence From a National Survey Experiment
The authors investigate the consequences of international comparisons in education on the support of public schooling in the United States. The results suggest that framing educational policy with the goal of enhancing international competitiveness lowers subjective assessments of the quality of local schooling without increasing interest in additional spending to improve the nation’s education system.
Updated: Sep. 11, 2013
The authors examine educational policy by focusing on the ways in which actors “play” or selectively follow, negotiate, and appropriate cultural instructions and rules. The authors outline a framework that situates assemblage, a notion utilized in actor-network theory, within the critical cultural study of policy. The authors pay particular attention to what happens when disparate actors join together to perform policy-directed tasks.
Updated: Aug. 20, 2013
This article describes transformation of the organisation of teacher training in France. The transformation of training and recruitment of teachers results from distinct reforms concerning three interrelated aspects of the organisation of teacher training: the setting of the entrance requirement to the profession at the level of a university Master’s degree (Masterisation of teacher training), the change in the recruitment process, and the integration of teacher training colleges (IUFM) into the universities.
Updated: Aug. 06, 2013