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Educational Change in Alberta, Canada
Alberta, Canada, is the site of large-scale educational change initiatives legislated by the provincial government. The mandates have sparked heated public debate over the appropriateness, wisdom, and utility of the reforms. This article summarizes the views of representatives of several educational interest groups and offers suggestions for making change more meaningful and successful.
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Leading educational change wisely
In: Journal of educational administration & history, Band 43, Heft 3, S. 277-279
ISSN: 1478-7431
Teachers and educational change
In: Unesco chronicle, Band 23, Heft 3/4, S. 62-65
ISSN: 0041-526X
Authenticity and Educational Change
In: Extending Educational Change, S. 316-335
Educational Change in Francophone Africa
In: The journal of negro education: JNE ;a Howard University quarterly review of issues incident to the education of black people, Band 56, Heft 3, S. 265
ISSN: 2167-6437
Student Participation in Educational Change
In: The journal of negro education: JNE ;a Howard University quarterly review of issues incident to the education of black people, Band 40, Heft 3, S. 282
ISSN: 2167-6437
Policy transfer & educational change
Improving education through policy learning is an important notion for countries in need of educational reform. However, identifying a successful set of practices and transferring them from one national setting to another is a complex exercise. Drawing from their extensive experience, the authors explore a single case study of policy transfer in India, demonstrating how and under what conditions educational reforms can be put into practice successfully and sustainably. Coverage includes: * Policy Learning * Inclusive Practices * School Autonomy and School Leadership * India and its system of education This book offers a unique, international perspective on educational reform and is a useful resource for teachers, policy makers and postgraduate level students.
Changing Educational Population and Educational Change
In: Journal of educational sociology: Kyōiku-shakaigaku-kenkyū, Band 82, Heft 0, S. 7-25
ISSN: 2185-0186
Supporting Community-Oriented Educational Change
A study of a federally funded program to develop and implement community-oriented social studies curricula and curriculum-based assessments grounds cautions for educational change initiatives. In this case, despite the project director's stated intent to support teachers' desire for instruction regarding local culture and history, top-down support for classroom-level change evidenced insensitivity. Production and implementation of the planned curricula and assessments was obstructed by teacher's lack of cultural identification with the targeted community groups, workload, competing instructional priorities, inadequate communication, and organizational politics. Professional development was sometimes beneficial but more often ineffective—either perfunctory, unnecessary, or disregarded. The findings offer insight regarding educational change and a systemic analysis.
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Globalization and Educational Change
In: Extending Educational Change, S. 42-68
Sociological aspects of educational change
In: Studies in educational evaluation, Band 4, Heft 1, S. 47-53
ISSN: 0191-491X