Educational Reform
In: Journal of public administration research and theory, Band 9, Heft 2, S. 351-356
ISSN: 1477-9803
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In: Journal of public administration research and theory, Band 9, Heft 2, S. 351-356
ISSN: 1477-9803
As a country seeking admission to the European Union, this paper explores educational reforms in Turkey that enhance its possible entry into the European Union and changes still needed for it to be an equal partner. An overview of the school system in Turkey is provided including information on teacher training and preparation, special education policy, and post high school participation. Its educational system still faces significant hurdles and must address human rights issues in order to provide equal access and nondiscriminatory education for all. While strides have been made to improve educational opportunities, inequality is still a reality for many females and those of lower socio-economic status. Higher education opportunities continue to improve with infrastructure problems competing to keep pace with the number of facilities available. Turkey continues to address these educational concerns while progressing toward the goal of improving its status as a European Union candidate.
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In an effort to improve student achievement, thousands of US schools have adopted school reform models devised externally by universities and other organizations. Such models have been successful in improving individual schools or groups of schools, but what happens when educational reform attempts to extend from one school to many? Through qualitative data from several studies, this book explores what happens when school reform 'goes to scale'. Topics covered include: *why and how schools are adopting reforms *the influence of the local context and wider constraints on the implementation of reform *teachers and principals as change agents in schools *the evolution of reform design teams *the implementation, sustainability and expiration of reform, and its impact on educational change Each chapter concludes with guidelines for policy and practice. This book will be of interest to educational leaders and staff developers, educational researchers and policy makers, in the US and internationally.
In: Journal of Asian and African studies: JAAS, Band 8, Heft 3-4, S. 279-306
ISSN: 0021-9096
In: China report: a journal of East Asian studies = Zhong guo shu yi, Band 1, Heft 2, S. 15-16
ISSN: 0973-063X
In: CEPAL review, Heft 73, S. 81-91
ISSN: 0251-2920
World Affairs Online
In: Current history: a journal of contemporary world affairs, Band 82, Heft 488, S. 425-428,477
ISSN: 0011-3530
World Affairs Online
In: Current history: a journal of contemporary world affairs, Band 82, S. 425-428
ISSN: 0011-3530
In: Soviet studies, Band 10, Heft 4, S. 432-444
In: Journal of Asian and African studies: JAAS, Band 8, Heft 3-4, S. 279-306
ISSN: 1745-2538
In: CEPAL review, Band 2001, Heft 73, S. 81-91
ISSN: 1684-0348
In: Reviews of National Policies for Education, Organisation for Economic Co-operation and Development
In: OECD Publications 41,723
In: Innovation in the public sector, S. 167-199
"Close examination suggests at best a tenuous relationship between research and innovative educational policy. Even when research leads to experimentation, its results are difficult to evaluate, because the programs were not designed for rigorous scientific evaluation; moreover, besides unintentionally creating new problems, experimentation is sometimes too ideologically burdened to gain political success. Studies of educational reform must examine the linkages of research to practice, its ties to such goals as democratization, equality, and ideological legitimation, as well as how conventional paradigms of educational planning have actually inhibited reform, and most particularly the role of educational innovation in legitimating the existing political and social structure." (author's abstract)
In: Australian quarterly: AQ, Band 55, Heft 2, S. 219
ISSN: 0005-0091, 1443-3605
In: The Japanese Prime Minister and Public Policy, S. 46-67