Policy-Making in Education: A Holistic Approach in Response to Global Changes
Abstract
This book is based on the notion that an adequate response to globalization challenges requires a holistic approach to several different dimensions - immigration, technology, economy, and environment - as well as effective collaboration and coordination among the central domains of education: curriculum, teaching, and teacher education. Several cases of policy-making are presented in order to elicit common features as guidelines for the holistic policy-making model proposed in this book. First, this central framework views the different dimensions of globalization as requiring connection and integration. Second, the proposed approach asserts that three major aspects of education that are vital for policy in education - curriculum, teaching, and teacher education - must also be integrated. Finally, the process of policy-making is perceived as requiring close interaction and coordination between diverse stakeholders and representatives of the different aspects of globalization. The book presents a conceptual model for policy-making, as well as details of operational steps in this process.
... Most of the islands of innovation in this school network are a result of the work of individuals -teachers or position holders. We know that successful implementation of educational technologies usually involves several factors (Ben Peretz, 2009;White, 2007). The mode of thinking and management practices in the school network studied did not take into account the great importance of changing the organizational culture in order to ensure the implementation of technological innovation in a top-down process which includes policy guidelines containing the definition of key values, alongside the bottom-up process (Ben Peretz, 2009;Cook et al., 2007;Darling-Hammond, 2000;De Freitas & Oliver, 2005; The change in the organization was motivated mainly by marketing concerns represented by the management and not by pedagogical concerns represented mainly by the position holders and teachers. ...
... We know that successful implementation of educational technologies usually involves several factors (Ben Peretz, 2009;White, 2007). The mode of thinking and management practices in the school network studied did not take into account the great importance of changing the organizational culture in order to ensure the implementation of technological innovation in a top-down process which includes policy guidelines containing the definition of key values, alongside the bottom-up process (Ben Peretz, 2009;Cook et al., 2007;Darling-Hammond, 2000;De Freitas & Oliver, 2005; The change in the organization was motivated mainly by marketing concerns represented by the management and not by pedagogical concerns represented mainly by the position holders and teachers. Consequently, islands of innovation sprung up that were mainly administration-oriented with a few pedagogical initiatives as well. ...
... Hence the change is not one of comprehensive innovation and it does not enable increased task-oriented efficiency, particularly in the field of pedagogy, which is the essential core of the organization (Halverson & Smith, 2010). Thus, as Ben Peretz claims, a new policy of implementing educational innovation requires joint work on the part of the members of the organization, consensus regarding shared values, and an ongoing internal dialogue among the members of the organization and additional factors through the process of in-depth study (Ben Peretz, 2009), which enables the creation of the new culture of comprehensive innovation that creates second degree processes -a change in which the values and basic assumptions also change (Raz, 2002(Raz, , 2006. This process does not exist in the network studied, in which the gap between the values of the management and those of the teachers regarding technological innovation lead to the ineffectiveness of the islands of innovation. ...
... Interviewees who represent governmental level were from the municipal education unit (JEA) rather than the MoE. Second, since teachers` role is a major element in policy building (Ben-Peretz, 2009) and since teachers function as the actual practicing street-level bureaucrats, I decided to interview teachers, as well as the municipal EfS administrator as SLB representatives. The municipal EfS administrator delivers programs to schools, and teachers are the ones who deliver it to students, the policy is determined by frontline SLBs, at the points of service delivery (Alexander, 2008) in the municipal government and in the schools. ...
... Ben Peretz (2009) claims that different understandings of teaching and gaps between local and global agendas might create conflicts. She therefore recommends to increase the flexibility of the policy, and have the local educators develop parts of the policy at the local level (Ben Peretz, 2009). ...
... Therefore, a crucial factor that affects the successful implementation of education-system reforms is the degree of involvement and the type of interactions that exist among all of the stakeholders in the process (Cook, Holley, & Andrew, 2007). Ben-Peretz (2009), relying on the perception of Schwab (1964), relates to three essential principles for the design of educational policy and its realization: (1) a perception of education as a system or network that includes mutual relations between many factors and the existence of these relations enables learning; (2) optimal cooperation between the factors responsible for policy-making and the realization of policy and (3) a perception of policy as something that is flexible meaning that it can be adapted to specific local contexts. ...
... By contrast, joining the various approaches to create a common vision (De Freitas & Oliver, 2005) and sharing and matching in advance the expectations of the policymakers and those of the reform implementers in the field are factors that could improve reform implementation efficacy (Cook et al., 2007). Nevertheless, systemwide policies are often dictated by policymakers or by the organization's leaders, without involving the interested parties (Ben-Peretz, 2009). The need to involve the stakeholders, even in top-down reforms, is clear when one understands the changes that have taken place over the last few decades in the midlevel educational leadership. ...
Effective implementation of educational reforms requires collaboration between stakeholders. The current paper describes and analyzes the findings of a qualitative research, which examined the perceptions of the three hierarchic levels of stakeholders, assigned by the Israeli Ministry of Education in 2010 to introduce and implement a new policy reform. The participant were 24 Ministry of Education district managers and superintendents, 74 District and Comprehensive Superintendents, and 21 school principals. This study emphasizes participants’ distinctions between their formal roles and their actual and appropriate roles in implementing the policy. Thus, this study sheds light on the process of implementing a top-down educational reform in a centralist educational system. The main finding was that participants from each hierarchic level aspired for more autonomy in the implementation process and expressed an interest in being involved in the earlier phases of constructing the policy.
... Kada se raspravlja i piše o trendovima globalnih obrazovnih politika najèešaee se spominju podaci o uèinkovitosti obrazovnih sustava, institucija, programa i pojedinaca prema nizu kriterija i pokazatelja koje su defi nirali globalni akteri obrazovne politike (Rizvi i Lingard, 2010.;Ben-Peretz, 2009.). 6 Pozivajuaei se na rezultate PISA 6 Mnogi su autori pristupili pojašnjenju termina javne, pa tako i obrazovne politike, uglavnom ukazujuaei na složenost i višedimenzionalnost samog pojma (Kovaè, 2007.;Rizvi i Lingard, 2010.). Najuèestalije tumaèenje je ono koje obrazovnu politiku odreðuje kao obrazac odluka koje usmjeravaju djelovanje ...
... u kojem se u uvodu istièe kako …"Hrvatska prepoznaje obrazovanje i znanost kao svoje razvojne prioritete koji joj jedini mogu donijeti dugoroènu stabilnost, ekonomski napredak i osiguranje kulturnog identiteta" (7), a autonomiju svih institucija i djelatnika u podruèju obrazovanja i znanosti osnovnim naèelom na kojem se zasniva Strategija, ali i pretpostavkom osiguravanja digniteta pripadnika pripadajuaeih profesija. zagovaranja ekonomske efi kasnosti obrazovanja i održavanja socijalne jednakosti i pravednosti kroz obrazovanje (Ben-Peretz, 2009.). Jedna od posljedica ovih djelovanja jest stvaranje odreðene distance izmeðu mjesta i aktera gdje se oblikuju (globalne) politike i mjesta odnosno aktera gdje aee se one implementirati (lokalno). ...
... Iznimno važnu ulogu u svim ranije razmatranim slučajevima ima (c) organizacijska struktura, (d) okruženje u kojem djeluju škole (političko, društveno, ekonomsko i kulturno), ali i (e) procesi koji djeluju na uspostavljanje odnosa između pojedinih dionika. U tom kontekstu, kao primjeren okvir za analizu i interpretiranje suradničke dimenzije škola -koju valja promatrati kao poželjnu karakteristiku za koju se (barem deklarativno) zalaže suvremena obrazovna politika – valja uzeti onaj kroz koji se promatra međuodnos pojedinaca, skupina, organizacija i njihova okruženja, uzimajući u obzir različite razine interakcije koje se pojavljuju u sustavu prožima-S o c i o l o g i j a i p r o s t o r jućih odnosa (Ben-Peretz, 2009.). Imajući na umu sve izdvojene dimenzije prema kojima se promatraju obilježja suradnje škola i drugih dionika, cilj ovog istraživanja 5 bio je ispitati percepciju učitelja osnovnih i nastavnika srednjih škola, nastavnika i suradnika na sveučilištima koji sudjeluju u izvođenju programa studija učiteljskog i nastavničkog smjera i donositelja odluka u području obrazovanja o kvaliteti i stupnju (uspostavljene) suradnje škola, odnosno učitelja i nastavnika s dionicima iz vanjskog okruženja – posebice s visokoškolskim institucijama koje sudjeluju u inicijalnom obrazovanju učitelja i nastavnika te predstavnicima donositelja odluka. ...
... oravaju na nedovoljno poštivanje učiteljske/nastavničke profesije, ali i primjere nedovoljnog uvažavanja važnosti škola i učitelja/nastavnika u društvu: " Kako se ne cijeni učitelja i profesora, tako se ne drži ni do njegovih riječi, pa nas nitko nema potrebe ni za što pitati " (UN). Djelovanje globalnih obrazovnih politika (Lingard i Rizvi, 2010.; Ben-Peretz, 2009.) bez sumnje će još neko vrijeme zadržati fokus na međunarodnom praćenju, rangiranju i uspoređivanju pojedinih obrazovnih sustava. Iako taj trend ne bi trebao biti primarna motivacija za pojedine inicijative donositelja odluka, valja podsjetiti da učinkovitost obrazovnih sustava primarno ovisi o profesionalnom kapacitetu učitelja i nasta ...
The theoretical part of the paper contextualizes the issue of collaboration of schools and external stakeholders by analysing the current policy documents and presenting the underlying theoretical assumptions about the phenomenon of collaboration between schools and external stakeholders and the positions and roles of relevant stakeholders with whom schools establish collaborative relationships. The empirical part of the paper presents the results of research aimed to examine the perceptions of teachers, university teachers and educational policy makers about the quality and level of (established) collaboration of schools and teachers with stakeholders from the external environment - particularly with academic institutions that participate in the initial teacher education and educational policy makers. The study consisted of the three groups of examinees - teachers of primary and secondary schools, teachers and collaborators at the universities participating in the program of teacher education and educational policy makers at different locations and levels - national, local and school level. Most of the examinees estimated that collaboration between schools and external stakeholders is unsatisfactory and they offered suggestions for its improvement, primarily through its formalization and systematization based on active dialogue, mutual listening, respect and achievement of common goals. © 2013 Institut za društvena istraživanja u Zagrebu - Institute for Social Research in Zagreb Sva prava pridržana - All rights reserved.
... Dessa forma, pode-se esperar uma diferença entre as intenções dos delineadores e o que acontece nas salas de aulas, uma vez que os professores podem valer-se desse material como instrumento de apoio e não, necessariamente, como determinante do que acontece nas aulas (BEN-PERETZ, 2009). Esse ponto de vista associa-se à necessidade de desenvolvimento de materiais que impulsionem mudanças no trabalho dos professores. ...
Este estudo teve como propósito identificar e compreender as mensagens da dimensão interacional da prática pedagógica representada em materiais curriculares delineados para apoiar a aprendizagem de professores que ensinam Matemática. A técnica utilizada para a coleta de dados foi a análise documental. Na base da teoria dos códigos, de Basil Bernstein, inferiu-se sobre os graus de enquadramento expressos nos materiais, no que se refere às regras de seleção de estratégias de resolução de tarefas e às regras de conduta na interação de professores e alunos em sala de aulas. A análise dos dados sugere que, enquanto nas regras de conduta dos sujeitos na prática pedagógica o enquadramento tende a se enfraquecer, nas regras de seleção de estratégias de resolução de tarefas o enquadramento tende a se fortalecer. O enfraquecimento das regras de conduta sugere que a produção de soluções das tarefas ocorreu num processo compartilhado.
... Increased migration resulting from globalization has helped transform the linguistic makeup of the P-12 student population in the United States and elsewhere over the past two decades (Ben-Peretz, 2009). In 2014, for example, an estimated 4.6 million students in U.S. schools were identified as English language learners (ELLs), up from 4.3 million just 10 years earlier (National Center for Educational Statistics [NCES], 2014). ...
... Bu makale küreselleşmenin eğitim üzerindeki etkisi ile ilgilidir (Steiner, 1996;Ben-Peretz, 2009). Makale ile İsrail'deki öğretmen eğitimi programlarının küresel ve yerel yönlerine odaklanılmış ve onların küresel eğilimlere bağlılığı yerel koşular ve kültürlerle karşılaştırılarak ortaya çıkarılmaya çalışmıştır. ...
... Η εκπαιδευτική πολιτική κάθε έθνους-κράτους αποτυπώνεται στα ισχύοντα Αναλυτικά Προγράμματα Σπουδών (Α.Π.Σ) (Ben-Peretz, 2009). Με τα ισχύοντα Αναλυτικά Προγράμματα Σπουδών (Α.Π.Σ) καθώς και με το Διαθεματικό Ενιαίο Πλαίσιο Προγράμματος Σπουδών (Δ.Ε.Π.Π.Σ.) για τις Φυσικές Επιστήμες το ελληνικό σχολείο φαίνεται να υιοθετεί ένα μεγάλο μέρος από τις θέσεις της προοδευτικής παιδαγωγικής. ...
ΠΕΡΙΛΗΨΗ
Η παρούσα εργασία παρουσιάζει τα αποτελέσματα από ποιοτική έρευνα που πραγματοποιήθηκε σε εκπαιδευτικούς Πρωτοβάθμιας Εκπαίδευσης (Π.Ε.) του Νομού Ιωαννίνων σχετικά με τις αντιλήψεις τους για τα σχολικά εγχειρίδια των Φυσικών Επιστημών (Φ.Ε.) στο Δημοτικό Σχολείο. H ποιοτική ανάλυση αναδεικνύει ότι οι εκπαιδευτικοί αξιολογούν θετικά τα σχολικά εγχειρίδια και συγκεκριμένα το τετράδιο εργασιών αναδεικνύοντας το πείραμα και τη διδακτική μεθοδολογία ως δύο από τα πιο βασικά χαρακτηριστικά του. Παράλληλα, επισημαίνουν τους προβληματισμούς τους για τη χρησιμότητα κάποιων πειραμάτων και του μεγάλου όγκου της ύλης.
... Scientific and practical principles of financing higher education in different countries are the subject of a significant amount of research. In particular, several publications are devoted to improving the mechanisms of financing higher education in conjunction with modern globalisation processes [3], [4], [17], [20], [21]. The experience of organising and financing higher education in some countries of the world is characterised in detail, for example, Australia [6], China [3,5], Russia [30], the USA [19,31,36], etc. Attention is also paid to the peculiarities of the development of higher education and the patterns of its funding in different regions of the world. ...
The exacerbation of the shortage of financial resources in the current global challenges has necessitated increased efficiency in the financing of higher education institutions. Along with the increase in funding, diversification of sources and transformation of funding mechanisms for higher education systems have become topical issues. The study attempted to identify the internal structure of public funding for higher education in Europe concerning funding mechanisms. According to the results of clustering of European countries based on coverage of the population with higher education and public spending on higher education by one undergraduate, eight clusters were identified, four of which are unique and contain one country (Greece, Cyprus, Turkey, Luxembourg). Four other clusters cover countries with: incomplete public funding for higher education; state protectionism in the financing of higher education; specific forms of state funding for higher education; strategic state priority in financing higher education. The general patterns of financing higher education in European countries, the experience of expanding funding sources, efficient use of financial resources and granting autonomy to universities, which can be taken into account in the process of higher education reforms in countries with transformational economies.
... Global developments have reformed the context in which educational policy decision making is perceived, and the political context in which various educational systems function (Robertson and Dale 2015;Robertson and Sorensen 2018). Globalisation refers to a set of procedures in which social communication across national borders has become significant and important for both peoples and individuals (Ben-Peretz 2009). Information and communication technologies have created new financial networks that have shaped a global capitalist economy (Knight 2004). ...
OECD dominance in the international educational policy discourse in the developed regions of the world, particularly in promoting teaching policy, has been long acknowledged. While many works have explored the organisation’s verbal discourse, no study has considered exploring its visual discourse. To close that gap, we employed a visual discourse analysis on the covers of OECD documents pertaining to teachers and teaching (i.e., TALIS and ISTP). The analysis found that OECD’s covers drew on two discourses, a conservative discourse and a liberal diversity discourse. However, the latter was entangled with constructions which serve to maintain a conservative order.
... Indeed, a frequent explanation for the failure of educational reforms is related to the manner in which decisions were reached, particularly decisions pertaining to the essential nature of the reform (Fullan, 2001). Thus, system-wide policies are often dictated by policy-makers or by the organization's leaders without involving the interested parties (Ben-Peretz, 2009). One of the crucial factors that affects the successful implementation of education system reforms is the degree of involvement and the type of interactions that exist among all of the stakeholders in the process (Cook, Holley, & Andrew, 2007). ...
In Israel, the Ministry of Education determines all aspects of educational policy, including teachers’ initial teacher education, licensing and professional development. As part of the New Horizon educational reform, the Ministry announced in 2010 a new plan for the professional development of teachers in Israel. The Ministry assigned a mediating role to its district managers and superintendents, placing them in charge of introducing and implementing this policy. The current study describes the findings of a qualitative, narrative-based research, which examined the attitudes of 25 Ministry of Education district managers and superintendents regarding the implementation of the new professional development policy. Interviewees noted both the major advantages of this policy, e.g. organizing the professional development process and including all of the teachers, as well as its many disadvantages, e.g. overburdening the teachers, the lack of high-quality teacher trainers, etc. This study sheds light on the process of implementing a top-down reform in teachers’ professional development. Moreover, it sheds light on the main tasks of superintendents as educational leaders.
... As noted, the reform process usually is implemented 'from the top down' (Fullan, 2001(Fullan, , 2006. The systemwide reform policy is directed by policy-makers, without involving the parties involved in the process (Ben-Peretz, 2009). Therefore, one of the crucial factors that affect successful implementation of reforms in educational systems is the degree to which all stakeholders are included in the process and the dialogue among the parties involved (Cook, Holley, & Andrew, 2007). ...
This research aims to evaluate the manner in which teachers perceive their professional development process. Forty-three teachers from Israeli schools participated in the study. I used a semi-structured interview to understand the teachers’ perceptions about their professional development. The qualitative analysis identified two dimensions that teachers referred to in their professional development stories: the professional development motivation (intrinsic/extrinsic) and types of aspirations (lateral/vertical). Using these dimensions, four ‘professional development patterns’ emerged. Participants’ professional trajectories are described in terms of these patterns: Hierarchically Ambitious, Hierarchically Compelled, the Laterally Ambitious and the Laterally Compelled. This categorisation could serve as an essential tool to help principals and decision-makers analyse teachers’ personal course of professional development. Hence, the categorisation of the teaching staff according to individuals’ professional aspirations could be utilised to design professional development programmes and incentives that would correspond to teachers’ particular needs.
... Furthermore, new actors have taken part in the creation of education policies, thus developing new (often interconnected) vertical and horizontal forms of education management (Connolly & James, 2011). In addition, value-driven orientations, which are specifically refracted in the relation between the advocacy of economic efficiency of education and the maintenance of social equality and justice through education are undergoing changes as well (Ben-Peretz, 2009). One of the consequences of these actions is the creation of a certain distance between the place and the actors through whom (global) policies are formed and the place and the actors through whom those policies will be implemented (locally). ...
This research was conducted in order to gain a preliminary insight into the general orientation and range of opinions of 396 primary and secondary school teachers in Croatia toward the a) importance of their competencies related to the education policies; b) cognition and mastering of the competencies related to the education policies; c) the actual activity of primary and secondary school teachers in the creation and implementation of education policies. Research data were collected on the basis of a survey methodology, using an online questionnaire in the form of a Likert scale. In addition, the questionnaire contained two open questions. The analysis of results has clearly shown that primary and secondary school teachers in this research evaluated their competencies related to the education policies to be an important part of the competency profile of teachers. Teachers have made relatively high evaluations of their cognition and mastery of the competencies related to the education policy processes within school. In contrast, somewhat lower evaluations have been given to the mastery of competencies associated with the knowledge of education system, i.e. activity outside the school context. The evaluations of scale items related to the preconditions and personal activity in decision making and the implementation of education policy within the school vary in the range of average values or slightly above that.
... Because teachers ultimately were presumed to be deficit in what they knew, they continued to be filled with knowledge derived from outside experts without credit given to the fact that the teachers themselves brought a wealth of information to each new reform endeavor-not the least of which was their expert knowing of the students they taught, their keen understanding of the teaching-learning act, and their intimate insights into the school context within which human relationships (adults and children) unfurled. Yet, "slavish and unquestioning dependence on the authority of the [content] specialist" (Schwab, 1954(Schwab, /1978 continued to constitute the coin of the realm despite widespread recognition (i.e., Ben-Peretz, 2009;Cochran-Smith & Lytle, 2009) that the crux of the matter had to do with how teachers as curriculum-makers bring formal knowledge into their practical (narrative) ways of knowing, an organic process, which by its very nature is "deeply personal" (Elbaz-Luwisch, 2006, p. 376). ...
Background/Context
Conducted in the fourth-largest urban center in the United States, this research depicts how different reform initiatives were introduced to one middle school context over the decade from 1999 to 2009.
Purposes/Objectives/Research Question/Focus of Study
The study focuses on teachers’ experiences of three reform endeavors and how tensions in teacher knowledge and community developed as a consequence of each. The study's overall purpose is to contribute the often-overlooked teacher perspective to the curriculum, teaching, and school reform literatures.
Setting
The setting for the research is a middle school located in one of the wealthiest neighborhoods in the United States. The campus's social narrative history parallels the city's development. The school currently serves some of America's richest and poorest youth.
Population/Participants/Subjects
Nineteen educators, including several main teacher participants as well as some supporting teacher and administrator participants, contributed anonymously to the narrative account.
Research Design
Narrative inquiry is the research method used to excavate a story serial that emerged during the longitudinal research study. Four interpretive devices—broadening, burrowing, storying and restorying, and fictionalization—aided in the comparison and contrast of three eruptions in teacher community that occurred as a result of the different reform emphases. Presented in story serial form, these eruptions suggest a rhythm to school reform. The article ends with a discussion of the value of narrative inquiry in studying phenomena at the interstices of teacher knowledge, teacher community, school milieu, and organized school reform. Connections between fine- and coarse-grained inquiries are made, and the notion of stories traveling from one school site to another is also probed. Finally, the idea of a perennial educational problem being made public and visible through an innovative research approach is taken up, along with some suggestions concerning how school reform could more productively be lived.
... D. The status of teachers -The differences in status between teachers and other professions may be explained by three theories that explain the relationship between personal resources, social contribution, and social rewards: Functional Theory; Social Bargaining Theory, and Ecological (Environmental) Theory (Ben-Peretz 2009). (1) Functional theory engages in the analysis of the social status of professions according to their contribution to society, which is generally expressed in the importance of the profession and the resources that the professionals offer. ...
In 2011, a new educational reform was introduced in Israel, known as “Oz Le’Tmura”.
... g societal needs is translated narrowly into meeting the needs of industry and the private sector. Research is closely linked to the economic value it promises from its vantage point as the source of new knowledge in the new knowledge economy. (Odora Hoppers, 2004, p. 10) In wider society, the knowledge economy also impacts heavily on life chances. Ben-Peretz (2009) points out that there is cause for concern over 'the growing gap between rich and poor and between societies and individuals who enjoy a better life because of globalisation versus those who seem to be doomed to ever-worsening conditions' (p. 14). This is acknowledged by Burton-Jones (2003), who notes that 'earning differentials between ...
One of the major issues facing humanity in the twenty-first century is how the increasing effects of globalisation will play out in relation to existing societal and global inequalities. At the very crux of this issue are the terms ‘knowledge society’ and ‘knowledge economy’, two terms employed in a variety of different contexts, including business circles, the media, and educational policy statements. The notion of ‘society’ also appears in other related terms, such as ‘learning society’, ‘post-industrial society’, and ‘information society’. However, the exact meaning of what constitutes a ‘knowledge society’ appears open to debate and tends to shift and change depending on the context in which it is used. The word ‘society’ is also frequently interchanged with the word ‘economy’, denoting some kind of equivalence or symmetry between ‘knowledge societies' and ‘knowledge economies’. The implication of this is that these concepts are synonymous with each other. But are they? This article argues that, rather than encompassing the same concepts and principles, the terms ‘knowledge society’ and ‘knowledge economy’ actually conceal diametrically opposed paradigms, a masquerade that poses a considerable threat to the long-held egalitarian goals of educational institutions and to the promise of a networked global ‘society’.
... In closing, we wish to reinforce the underlying significance of this idea. We do so because many influential international scholars (e.g., Ben-Peretz, 2009;Cochran-Smith & Lytle, 2009;Cochran-Smith & Zeichner, 2005;Grimmett & Chimmery, 2009;Kwo, 2010;Li, Conle, & Elbaz-Luwisch, 2009) lend support to the idea that the image of the teacher-as-curriculum-maker is the illuminative pathway through many contemporary educational challenges, ephemeral and perennial alike. Those scholars have underscored the enormous need for exemplars that communicate how pre-service and in-service teachers are being cultivated as curriculummakers and continuing to hold and express the image in tough and demanding times throughout the course of their careers. ...
While conducting a comparative research study in secondary Physical Education in South Korea and the United States, the question arose as to why the narrative inquiry research method we employed was chosen to study the experiences of teachers teaching the particular subject area to youth enrolled in four secondary schools (middle and high) in South Korea and the United States. This article takes up the query by probing the roots of school-based narrative inquiry and the tight connections between our specific research method and the teacher-as-curriculum-maker image of teaching. Six qualities of narrative inquiry are elaborated through the use of narrative fragments excerpted from our Korea Research Foundation-sponsored study. These characteristics include: (1) justification for inquiry, (2) research in the midst, (3) research on the boundaries, (4) knowing through relationship, and (5) narrative truth, and (6) following where the story leads. Finally, the article returns to the intimate relationship between our chosen version of narrative inquiry and the teacher-as-curriculum-maker image and the kinds of contributions that the union of these robust orientations can make to the study of Physical Education in classroom settings.
Social education plays a crucial role in shaping the character of the younger generation and understanding societal well-being issues. Information-based education is essential in global technological development, including in Indonesia. Therefore, innovations related to social education must be increasingly emphasized for the welfare of society. This research adopts a qualitative approach, facilitating the analysis of social contexts, perceptions, and experiences comprehensively. The findings reveal the interconnectedness of education and social sciences, with education-designing curricula beneficial for society. In terms of societal well-being, social education innovations stress the use of internet-based technology and a multidisciplinary approach contributing positively to community life. This form of social education seems capable of significantly impacting the insights, attitudes, values, and behaviors of a society becoming more open to the developments of the modern world.
Paper bertujuan memaparkan inovasi pendidikan berbasis teknologi informasi di negara-negara maju seperti Amerika Serikat, Inggris, Cina dan Jepang menuju peradaban pendidikan masa depan. Inovasi pendidikan masa depan terus berpacu seiring dengan kemajuan teknologi informatika di seluruh dunia, termasuk di Indonesia. Kemajuan pendidikan di negara-negara maju telah melahirkan berbagai inovasi pendidikan di Indonesia diantaranya kebijakan pendidikan berbasis web yang dikenal dengan online learning atau distance learning yang sudah dipelopori oleh Amerika Serikat, Inggris, Cina dan Jepang sebagai Negara-negara maju yang lebih dahulu memanfaatkan kemajuan digital bagi pembangunan sistrem pendidikan masa depan mereka. Kemajuan era digital di negara-negara maju ini memberikan dampak positif bagi Indonesia yang kemudian ikut membangun platform pendidikan berbasis teknologi informasi sebagai sarana pendukung perbaikan proses pembelajaran masa depan dalam upaya meningkatkan mutu pendidikan dasar, menengah dan perguruan tinggi. Hal ini terwujud dalam kebijakan pembelajaran jarak jauh yang dicanangkan pemerintah Indonesia mengunakan platform pembelajaran e-learning yang sudah menjadi keharusan bagi perguruan tinggi di Indonesia menyediakan system pembelajaran berbasis web ini.
Service-learning is increasingly being recognised in the literature as an important pedagogy in higher education, and has been cited as a major opportunity to create a deeper understanding of community issues. The pedagogy of service-learning provides a direct learning approach that connects students with real needs in the community, where students can apply what they are learning in class, and bring what they have learned from that experience back to the classroom. Thus, theory is applied to practice, and practice, in turn, enriches students’ knowledge and skills. The wide recognition of service-learning has prompted many universities, including medical and dental schools, to consider service-learning as part of their undergraduate curricula. Final-year undergraduate oral hygiene students at Sefako Makgatho Health Sciences University have the opportunity to participate in a service-learning programme as part of their curriculum. Service-learning provides an opportunity for oral hygiene. In linking academic teaching and learning to a community, service-learning aims to enhance students’ academic performance, and promote civic engagement and personal and professional development. In order to ensure that the objectives and outcomes of any academic programme, including a service-learning programme, are met, continuous evaluation is necessary. Evaluation is also useful for improving future programmes and identifying impediments to teaching and learning. In this research project, a study was conducted by the researcher with a view to evaluate the oral hygiene service-learning programme at SMU. The aim of the study was to evaluate the programme by means of feedback from graduates who had participated in the programme over a three-year period, and as well as from the educators who facilitate service-learning.
The research design comprised quantitative and qualitatively methods. Data was not mixed and, therefore, the study was not characterized as a mixed methods approach.
A descriptive quantitative survey included a questionnaire that was distributed electronically to oral hygiene graduates of the years 2015 to 2017. The qualitative methods involved conducting a one-on-one semi-structured interviews with service-learning facilitators.
The purpose of this study discusses decision making used in the application of total quality management in Education (TQME). The decisions taken in TQME have different characteristics, because its priority is customer satisfaction. Therefore, decisions need to consider the global challenges, because it’s as well as sufficient influence customer needs and interests of educational services. The decision-making for TQME must consideration that is always be responsive and contextual appropriate with an indicator of customer satisfaction.
Current research indicates that parental involvement positively influences children's academic success. This study investigates parental involvement in the Arab education system in Israel, highlighting involvement in the New Horizon reform. We interviewed school principals and parent committee chairpersons from 15 Arab schools. The study confirmed recognized parent involvement patterns in schools: First, schools avoid involving parents, thereby limiting participation to material assistance. Second, schools view parents as a threat. Third, parents feel that schools promote academic achievement rather than education. We suggest paths to encourage meaningful parent involvement to improve the Arab education system in Israel, relevant also to educators in other developing societies.
Cоціальна відповідальність характеризується як реалізація ключових складових місії університету. Аналізуються основні підходи західних науковців до розуміння місії та соціальної відповідальності університету в сучасних умовах. Виділяються ті складові місії та відповідальності, які, на думку західних авторів, відповідають сучасному етапу глобалізації, зокрема й освітньої. Виділяється новітня складова місії університетів як певних гарантів сталого розвитку, що призводить до збільшення масштабу їхньої соціальної відповідальності до глобального. Окрема увага приділяється аналізу місії економічних закладів вищої освіти у їхній взаємодії з державою і бізнесом, у тому числі в забезпеченні інноваційного розвитку. Визначаються актуальні складові місії та соціальної відповідальності закладів вищої економічної освіти. Акцентується увага на відокремленому дослідженні у вітчизняному науковому середовищі місії та соціальної відповідальності університетів.На основі інформації, розміщеної на офіційних сайтах, здійснюється змістовний аналіз та виділяються головні складові місій кількох провідних університетів світу з різних континентів. Показано, що модель університету та сформульована місія визначає етику й масштаби його соціальної відповідальності. Визначається загальне спрямування трансформації місії та соціальної відповідальності провідних університетів — від інститутів підготовки фахівців для ринку праці, освітніх і наукових центрів до провідників цінностей сучасної демократії, авторитетних посередників у врегулюванні цивілізованими шляхами конфліктів між бізнесом і суспільством, економікою й екологією, політикою і соціумом. Обґрунтовується доцільність вивчення та адаптації досвіду рейтингових світових університетів у сфері визначення й реалізації місії та соціальної відповідальності.
Educating in Dialog: Constructing meaning and building knowledge with dialogic technology contains a collection of new articles on the relationship of learning, dialog and technology. The articles combine different views of dialogic learning stemming from a multiplicity of discipline backgrounds and research interests including educational design, educational science, epistemology, cognitive linguistics, cultural studies, and mobile learning, to name a few. The authors discuss and explore a variety of topics that range from knowledge building over learning communities to dialogic technologies for knowledge co‐construction. Discussing technology and learning against this broad background is indispensable, as the gap between what learners actually need for successful learning and what current technology offers becomes increasingly wide. This book provides thought-provoking views of recent developments in the area of technology supported learning for everyone who is interested in educational technologies, collaborative learning, and dialog.
The chapter examines the storied experiences of a preservice teacher in India who transitioned to become a beginning year teacher over the course of this study. Multiple threads unraveled the complex interweaving of her personal and professional selves in her scholarship of teaching, further suggesting that teachers teach who they are. Through the course of this research, I explored the following questions about my participant: What was the source of her energy and passion for working with her students? What did her story reveal about the development of her personal practical knowledge? What were those experiences in the teacher education program which enabled her to intervene and connect with her students at a deeper level? As the inquiry travels back and forth on the temporal dimension, including various social spaces and interactions, my participant demonstrated an evolving understanding of her self-as-athinking being with an agency and social justice perspective.
The changing student population in developed nations resulting from higher birth rates among racial/ethnic minority groups, increased worldwide migration related to economic globalization, and the adoption of educational policies of placing students with disabilities in the 'least restrictive
' learning environment possible have pressured university-based teacher education programs over the past 15-years or so to prepare all teachers for classrooms that are inclusive of all students. Teacher education has typically responded to this call for change
by adding a course or two on diversity while leaving the rest of the curriculum largely intact or by having individual teacher educators infuse some attention to issues of diversity into the courses they teach—approaches that have been found unproductive because they lead to a fragmented teacher education experience. We argue instead for a coherent approach to rethinking the teacher education curriculum, one that is guided by a broad vision or framework for preparing general education teachers
who are inclusive of all learners in their teaching. In this chapter we present such a framework. Although originally developed to address student diversity
primarily related to race, ethnicity, class and language, we show the framework’s broader applicability to the preparation
of general education teachers for students with disabilities.
This chapter analyzes the ongoing quest for quality in teacher education programs, as related to the interplay among three factors: (1) Global and local influences; (2) The relationships between past experiences and anticipations for future developments; (3) The impact of societal circumstances on the realm of teacher education. Inquiry into the transformations of teacher education programs, moving from past through the present to the anticipated future, the paper argues for integration of local and global elements in teacher education, thus promoting their relevance for changing societal situations.
This article considers the role of teacher agency and curricular flexibility as pedagogic features of Shoah education in Israeli state schools. The analysis is based on a recent national study which included a quantitative survey (questionnaires), qualitative methods (focus groups, interviews, observations) and a socio-historical review. As teaching of this subject has expanded in both religious and general streams of the Hebrew-language state school system, it has been addressed in diverse ways in terms of method, materials and content. Loosely defined requirements enable educators to be active agents in individualizing the curriculum. It is proposed that this is beneficial when addressing an inherently sensitive subject that is tied to teachers’ and students’ sense of identity and worldview. Implications of a new national curriculum for Shoah education are discussed. Relevance of teacher agency in Shoah education in other settings is considered.
Neo-liberal values have pervasive influence on education and teacher education around the globe. By analyzing findings from document analysis and interview with key policy actors as well as reviewing other academics’ work, this article examines the penetration of neo-liberal ideas through policy content, selection of policy instruments, process of policy production and policy outcomes in teacher education in Hong Kong. The study reveals that neo-liberal values have driven large-scale education reforms with English as a key concern and Government’s exertion of greater power to influence teacher education policy in the policy ecology. Regarding entry into teaching, the paradoxical policy content is manifested in the “open market” of teacher preparation, absence of regulatory mechanism in relation to professional standards yet mandatory requirements on language teachers. With the use of “economy” and “mandate” as policy instruments, the Government has exerted greater power to influence teacher education policy. The process of policy production associated with mandatory requirements for language teachers is characterized as a change of approach from “coercion” to “soft landing”. Policy outcomes, including preparation of language teachers and repercussions for the teaching profession, are discussed. While the Hong Kong case adds to understanding of the impact of neo-liberal values through linkages between global trend and local realities, it may provide a narrative for those in other contexts and countries to explore and reflect on local understandings of policy trajectories in teacher education.
Purpose
– The purpose of this paper is to report on an exploratory study, Project En-ELT (enhancing English language learning and teaching), which used lesson study to mediate curriculum innovation to enhance student learning by engaging teachers in learning and implementing effective English language teaching strategies and formative assessment practices in seven lower secondary schools in Singapore over two years. It aims to portray how lesson study can be adapted to build teacher pedagogical capacity in carrying out the language development goals formulated in the revised national English Language Syllabus 2010.
Design/methodology/approach
– Project evaluation is embedded systematically into the research design from the very beginning of the pilot to in between each step of lesson study process across three consecutive cycles in order to evaluate the effectiveness of the pilot program from the project advisors’, participating teachers’ and students’ perspectives. Both the quantitative and qualitative data were collected in and across the instructional steps and lesson study cycles to create immediate evidence-based feedback to inform continuous on-going adjustment and improvement.
Findings
– Findings indicate that across the three cycles the lesson study teams moved from isolated to collaborative planning; from poor understanding and mechanical execution of the retelling strategy to a more sophisticated and skilful use of reciprocal teaching. An increase was found in teacher confidence and positive attitude towards the value of the project in developing their language and teaching effectiveness. There was enhanced student engagement and collaborative participation in the lessons while assessment for learning was fostered in the classroom.
Originality/value
– Program evaluation provided feedback loops to ensure that each enactment stage and cycle learns from and builds on the limitations and strengths of the previous one(s) so internal consistency, continuity and coherence can be achieved for concrete implementation; different perspectives from the project officers/researchers, teachers and students were collected consistently and analyzed to gauge the accuracy of the findings; the collaboration between Ministry of Education curriculum officers, specialists and teachers, through lesson study, was able to create democratic relations rested upon interdependence, and mutual respect and trust; and it provides an illustrative case of how lesson study can be used effectively to help schools carry out national curriculum and pedagogical innovations. The project has important implications for addressing the issues of implementation and sustainability of innovative curriculum practices.
Four narrative fragments involving research disseminated globally – namely, United States, Israel, The Netherlands, The People's Republic of China – are used to instantiate the phenomenon of teachers teaching their best-loved selves, without becoming the curriculum themselves. Next, the development of the best-loved self-conceptualization as it emerged in Joseph J. Schwab's scholarship is traced, along with important connections to Michael Connelly and Jean Clandinin's research programme. After that, two important research questions are addressed: (1) If the best-loved self is integral to the teacher-as-curriculum-maker image, what practices might we engage in in teacher education to foster the best-loved self? And (2) How does change happen in pre-service teachers' pedagogical practices and repertoires, given the potential significance of the teacher's best-loved self-image? To conclude, the work returns to the opening narrative fragments to determine the answers that lie within.
In recent decades education is increasingly perceived as an instrument for generating economic growth and enhancing production. Unexpectedly, however, many prominent economists, throughout history, have rejected this view of education. This article examines the grounds on which Tibor Scitovsky, who was one of the leading economists of twentieth century America, objected to the spread of production oriented education. The article begins by an historical overview of the relationship between economic and educational theory. It then explains why Scitovsky held the economic growth achieved in the 20th necessitates an educational reform and presents the outline of this proposed educational reform. It is argued that by distinguishing between creative and defensive forms of consumption and by highlighting the inherent tension between comfort and pleasure, Scitovsky offers an innovative and challenging conception of the desired relationship between economics and education that can serve as an alternative to the one that prevails today and amend its many fallacies. The paper concludes by briefly exploring some of the educational implications that stem from Scitovsky’s thought. It is maintained that Scitovsky’s views provides an original defense for teaching the arts and humanities and a suggestive perspective on consumer education and teaching of high culture.
ResearchGate has not been able to resolve any references for this publication.