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Educational change --- Educational planning --- Education and state --- Finance. --- Education
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Educational change --- Educational planning --- Education and state --- Finance. --- Education
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School administrators --- Education and state --- Educational planning --- Administrateurs scolaires --- Education --- Interviews --- Attitudes --- Politique gouvernementale --- Planification --- Interviews. --- Attitudes.
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This fascinating book is based on the changes to schooling that a five year-old, Angelica will see in her lifetime. It is divided into two parts: the first describes how schools are viewed by society; the second considers practical responses that schools can make to keep up with change. Creating the Future School predicts that the career of teaching will change and the work of the professional educator will differ significantly from what has been the traditional teaching role in schools of the twentieth century. The book addresses principals, senior members of school staff, teachers,
Education --- Educational change. --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Educational planning --- Educational innovations --- Forecasting --- Forecasting. --- Educational change --- #PBIB:2002.4 --- Lerarenopleiding --- Algemeen.
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"According to the many student voices in this book, urban middle school students want teachers who "stay on them" to complete their work, maintain orderly classrooms, give them the extra help they need to succeed, explain their work clearly, draw on a variety of teaching strategies, and make their work relevant and meaningful. This book, rich in detail, brings these inner-city students' perspectives to life and issues a compelling call for urban school reform that actually touches students' daily lives."--Jacket.
Education, Urban --- Middle school students --- Educational change --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Educational planning --- Educational innovations --- Students --- Inner city education --- Urban education --- Cities and towns --- Urban policy
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Winner of the 2001 American Educational Studies Association Critics' Choice AwardMuch has been made of the gap between public schools and the communities that they serve. This book shows how a group of teachers, parents, and community people in "Ed City" formed an educational reform group—the Project for Educational Democracy—to increase access to decision making in their school system, especially for members of the community who had previously been excluded. A combination of ethnographic research and theoretical reflection, this book addresses concepts of community, authority, representation, participation, and democracy.
Public schools --- Community and school --- Educational change --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Educational planning --- Educational innovations --- Common schools --- Grammar schools --- School funds --- Secondary schools --- Schools --- Citizen participation
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Enormous investments are being made in computers and Internet connectivity for schools. The aim is to provide high-quality learning and teaching and equip young people for the knowledge society. But how are the benefits of this educational investment to be realised? It calls for much more than installing the hardware, and is not simply a matter of using ICT to do traditional things in different ways. Schools have to learn to change and to change to new ways of learning. There is an urgent need for quality software and digital materials for use in schools. Teachers - and students - must become discerning and knowledgeable ICT users. The school environment has to be fully supportive of ICT, making available expert assistance and advice to the teacher in this rapidly-changing field. New forms of curriculum and assessment are called for, new ways of organising schools, if the dramatic educational potential of ICT is to be delivered and realised. Such a demanding "learning to change" agenda is the subject of this international report. It is illuminated by the views of individual students, who used ICT enthusiastically in their own learning, and shared their experiences in an OECD international network. The report looks at the vast educational possibilities arising from the Internet, bringing together the school, the home and the wider community. It examines how ICT, which is the subject of teacher professional development, can largely be the means for its delivery. There are numerous examples of promising practice and principles for the future.
Computer assisted instruction --- Education. --- Educational change. --- Post-communism. --- Postcommunism --- World politics --- Communism --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Educational planning --- Educational innovations --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Education
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OECD's 2001 review of Latvia's education policies and programmes. It finds that reform of education, training and human resource development is an integral part of the transition to a democratic society and market economy. Latvia has made progress in all these areas since reform began in 1990. The challenge for the Ministry of Education and Science has been to promote and support changes that meet the needs of the new economy and society as well as the interests of all young people and adults, in the face of a shortage of financial and human resources. This book first gives a brief overview of regional issues and a history of education in Latvia and describes the development of education in the country since the political changes. It then presents an analysis of the entire education system and identifies key directions for the reinforcement of the reforms in light of the challenges encountered by officials, communities, enterprises, educators, parents and students under very dynamic conditions. It concludes with a set of key recommendations of goals of education, learning effectiveness, outcomes and the curriculum, management and governance for flexibility, responsiveness and change, and resources and financing.
Education and skills. --- Emerging economies transition. --- Reviews of national policies for education. --- Education and state --- Educational change --- Education --- Education, Special Topics --- Social Sciences --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Education policy --- Educational policy --- State and education --- Government policy --- Educational planning --- Educational innovations --- Social policy --- Endowment of research --- Latvia
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OECD's 2001 review of Estonia's education system. Reform of education, training and human resource development is an integral part of the transition to a democratic society and market economy. This report finds that Estonia has made progress in all these areas since reform began in 1990. The challenge for the Ministry of Education has been to promote and support changes that meet the needs of the new economy and society as well as the interests of all young people and adults, in the face of a shortage of financial and human resources. This book first gives a brief overview of regional issues and a history of education in Estonia and describes the development of education in the country since the political changes. It then presents an analysis of the entire education system and identifies key directions for the reinforcement of the reforms in light of the challenges encountered by officials, communities, enterprises, educators, parents and students under very dynamic conditions. It concludes with a set of key recommendations of goals of education, learning effectiveness, outcomes and the curriculum, management and governance for flexibility, responsiveness and change, and resources and financing.
Education -- Estonia. --- Education and state -- Estonia. --- Educational change -- Estonia. --- Education and state --- Educational change --- Education --- Social Sciences --- Education, Special Topics --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Education policy --- Educational policy --- State and education --- Government policy --- Educational planning --- Educational innovations --- Social policy --- Endowment of research --- Estonia
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This work evaluates New American Schools (NAS), a private, non-profit corporation which funds school reform at elementary and secondary levels. It provides an analysis of school and district progress in adopting NAS designs, including demographic descriptors, and performance outcomes.
School improvement programs --- Educational change --- Theory & Practice of Education --- Education --- Social Sciences --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Educational planning --- Educational innovations --- Improvement programs, School --- Instructional improvement programs --- Programs, School improvement --- School self-improvement programs --- School management and organization --- New American Schools (Organization) --- NAS --- New American Schools Development Corporation
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