Search results for: Educational change
Page 11/21 207 items
Institutional Separation in Schools of Education: Understanding the Functions of Space in General and Special Education Teacher Preparation
This spatial study is aimed to understand the function space play in a combined credential program in the US in helping or hindering the program’s inclusive mission. The study examines how physical and social manifestations of general and special education are (re)organized in the new program. It was found that the lack of successful inclusive education in schools is related to the lack of well-aligned inclusive preparation in universities. Furthermore, physical and social spaces are active components of maintaining the educational status quo.
Updated: Dec. 15, 2011
Inside and Outside the Integrated Bilingual Palestinian–Jewish Schools in Israel: Teachers’ Perceptions of Personal, Professional and Political Positioning
This study explored how teachers of the integrated bilingual Palestinian–Jewish schools in Israel construct their school culture in relation to various outside pressures in their attempt to achieve educational change. It was found that the teachers perceive themselves as primarily pedagogical experts with a shared vision based on multiculturalism and coexistence. Furthermore, it was found that teachers' inside and outside positioning results in perceived conflicts.
Updated: Dec. 06, 2011
Promoting Peaceful Coexistence in Conflict-Ridden Cyprus: Teachers’ Difficulties and Emotions towards a New policy Initiative
This article looks at teachers’ perceptions of difficulties and emotions about a recent policy initiative in the Greek-Cypriot educational system to promote peaceful coexistence. The findings indicate that most Greek-Cypriot teachers recognized the importance of cultivating peaceful coexistence in schools. However, the survey also documented a significant lack of readiness and willingness to implement the new objective, coupled with doubts regarding its feasibility.
Updated: Nov. 17, 2011
Studies in other countries have reported that time plays a significant role in teachers’ decisions about teaching methods. Student-centered teaching tend to be more time-consuming and unpredictable than whole-class lecturing. China has been promoting a reform in its curriculum and pedagogy toward student-centered approach. Therefore, this research article will investigate 1) how this curriculum reform influences rural teachers’ experience of lesson time, and 2) whether and how their concerns over time advance or hinder the promotion of student-centered teaching in rural areas. This study supports the findings in the literature that time is a crucial factor for teachers’ pedagogical decisions.
Updated: Nov. 15, 2011
This article uses an examination of marketization in Philadelphia over a six-year period to explore the ability of individuals and groups to work with and influence the school district and hold officials accountable. The authors find that the marketization of education in Philadelphia had a major impact on the district’s institutional structure and practices for interacting with local stakeholders.
Updated: Oct. 27, 2011
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
What’s Culture Got to Do With It? Educational Research as a Necessarily Interdisciplinary Enterprise
In this paper, the author examines the role of culture in education in historical perspective to suggest the conditions required to promote generalized educational reform.
Updated: Jul. 26, 2011
In this article, a longitudinal view of professional development at T.P. Yaeger Middle School, a campus involved in several organized reform initiatives, has been presented from the perspective of an eighth-grade teacher who has been a 10-year participant in this research. The author uses four fine-grained narrative exemplars to feature the teacher’s and some of his colleagues’ experiences of teacher learning within the context of school reform.
Updated: Jul. 26, 2011
This article describes the model for teacher development that evolved from the review of research on teacher education and the development and implementation of the first year of the Master of Teaching at the University of Melbourne. This model summarises the five knowledge bases in teaching and learning that have been identified in the research literature. All elements of the programme were focused on assisting teacher candidates to develop a consistent professional framework for thinking and responding to teaching and learning in classrooms.
Updated: Jun. 13, 2011