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Technologies do not follow some predetermined and inevitable course from their context of production to their context of use, and technologies used in schools are no exception. Rather, technologies and their use in the classroom are socially contextualised. They are often appropriated in ways unanticipated by their developers, locking into institutional arrangements and reflecting elements of the prevailing social relations in and around the particular context(s) of application. Through the discussion of a particular technology (the Logo programming language) as a case study in educational innovation, this article demonstrates how the use of technologies in schools is socially shaped. The paper looks into the place that Logo occupied within the institutional and organisational cultures of US and UK mainstream schools after its introduction in the early 1980s. It discusses the ways in which Logo was received in the educational arena and was implicated in the politics of educational innovation at a time of conservative restoration.

Learning in a Changing Workplace -- Developing Added Value Skills Within an Academic Program Through Work Based Learning -- Leadership Education in a Changing Workplace -- New Training Methods: A Giant Leap of Faith? -- The Economics of the Learning Organization and the Role of Economics in the Organization of Learning -- Technology and Innovation -- The IS Department Defines the Future of the College of Business -- Informatics Engineering and Business Informatics in the Ict Society: Substitutes Or Complements? -- An Innovative Approach to Teaching Investments Using Information Technology -- People, Knowledge, and the Internet: Redefining Categories, Concepts, and Models -- Integration of Groupware Into a MIS Curriculum -- Innovative Learning Methods -- Innovative Business Education:'Problem-oriented Learning' - Some Results -- Competitions and Problem-based Learning: The Effect of an Externally Set Competition on a Cross-curricular Project in Marketing and Design -- A Problem-based Learning Approach to Business Software Skills -- Some Evidence on the Use of Writing Intensive Methods in the Principles of Macroeconomics Courses -- Designing Assignments and Classroom Discussions to Foster Critical Thinking at Different Levels in the Curriculum -- Curriculum Issues -- Distance Learning: Paradigm Shift or Pedagogical Drift? -- The Integration Of Service Management Principles In A Business School Curriculum -- Promoting the Human Element in Resource Based Learning for Undergraduate Business Education Programs -- Non-prescriptive Guidelines For More Effective Learning About High Quality Leadership, In Management Education And Development -- Cross-cultural Learning Practices for Business Education -- Lessons Learned: The Implementation of an Innovative Core Curriculum in Business -- New Assessment Procedures -- Who Am I, What Do I Want, What Can I Do? An Assessment Centre as Part of the HBO Curriculum -- The Assessment Center: Global Issues and Local Responses -- Assessment & Development Centers in a Problem-based Learning Environment -- Cognition and Learning -- What Should We Expect to be Different about How Expert Business Economists Solve Problems? -- Tracking Down the Knowledge Structure of Students.

Introduction : conceptualizing the intricacies that are concomitant in educational policy making that determine success, backfire and everything in between / Leticia Oseguera, Miguel Abad, Jacob Kirksey, Briana Hinga, Gilberto Conchas, and Michael Gottfried -- How equity and social justice urban education choice campaigns in Detroit are masquerading backfire and the worsening the status quo / Cassie J. Brownell -- When policies that impact students with significant disabilities in Michigan backfire / Mark E. Deschaine -- When zero-tolerance discipline policies in the United States backfire / Hugh Potter and Brian Boggs -- When free schools in England and charter schools in the United States backfire / Graham Downes and Catherine A. Simon -- When high-stakes accountability measures impact promising practices in an indigenous-serving charter school / V. Anthony-Stevens -- How public-private partnerships contribute to educational policy failure / Frank Fernandez, Karla I. Loya, and Leticia Oseguera -- The failure of accountability in the Milwaukee parental choice program / Michael R. Ford & William Velez -- How centralized implementation policies failed the Austrian new middle school process / Corinna Geppert -- The unintended consequences of school vouchers : rise, rout and rebirth / Aaron Saiger -- Challenges and unintended consequences of student centered learning / Lea Hubbard and Amanda Datnow -- School discipline policies that result in unintended consequences for Latino male students' college aspirations / Adrian H. Huerta, Shannon M. Calderone, and Patricia M. McDonough -- When special education policy in Ontario create unintended consequences / Lauren Jervis and Sue Winton -- Latina/o farm-worker parent leadership retreats as sites of agency, community cultural wealth, and success / Pedro E. Nava and Argelia Lara -- Bilingual and biliterate skills as cross-cultural competence success / Ricardo González-Carriedo and Alexandra Babino -- Diversity-driven charters and the construction of urban school success / Priscilla Wohlstetter, Amy K. Wang, and Matthew M. Gonzales -- Reflecting on the institutional processes for college success among Chicanos in the context of crisis / Louie F. Rodríguez, Eduardo Mosqueda, Pedro E. Nava, & Gilberto Q. Conchas

Through a study of several curriculum kinds of literature and educational innovations, we have understood how curriculum change in various educational institutions is. This study analyzed and discusses how policymakers prepare various strategic policies, from government documents to schools. We reviewed all documents with a phenomenological approach from curriculum transformation policy documents, from central institutional and local internal schools expecting school involvement with the change towards transformation. With curriculum transformation positioned as an innovation in a challenging digital era, the theory and application of transformational learning encourage the lens to analyze the alignment of national policies with the goal of curriculum transformation. This paper explores the extent to which the government is changing from a high-risk, subject-content-based learning approach to the curriculum. Pedagogy of learning and applications was essential to achieve more complex educational goals and active learning theory. Three phases of commitment are distinguished through an assessment rubric, offering a system for evaluating educational plan change drives. Suggestions for instructive pioneers incorporate the need to coordinate institutional techniques with disciplinary mastery and ability and the significance of language reception as a forerunner to execution.