| Description |
1 online resource |
| Series |
Cambridge education research |
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Cambridge education research series.
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| Contents |
Cover -- Half-title -- Title page -- Copyright information -- Contents -- List of Figures and Tables -- Figures -- Tables -- List of Contributors -- Preface -- Reference -- 1 Why Focus on Implementation in Education Reform? -- 1.1 Current International Educational Context -- 1.2 Aims of the Text -- 1.3 Why Focus on Implementation? -- References -- 2 Promoting Equity in Education through System Change: Lessons from the United Kingdom -- 2.1 A Global Challenge -- 2.2 The London Challenge -- 2.3 The Greater Manchester Challenge -- 2.4 A National Initiative in Wales -- 2.5 Drawing Lessons -- 2.6 Barriers to Implementation -- 2.6.1 Social Factors -- 2.6.2 Political Factors -- 2.6.3 Cultural Factors -- 2.7 What Works? -- 2.8 Final Thoughts -- Acknowledgements -- References -- 3 A Decade of Reform in Hong Kong -- 3.1 Introduction -- 3.2 Policy Context and Structural Change -- 3.3 Changes in Curriculum and Assessment -- 3.3.1 Basic Education (Primary 1 to Secondary 3) -- 3.3.2 New Senior Secondary (Secondary 4 to 6) -- 3.4 Curriculum Guides -- 3.5 The Hong Kong Diploma of Secondary Education (HKDSE) -- 3.5.1 Category A, Senior Secondary (SS) Subjects, Including the Four Core Subjects and the Twenty Elective Subjects -- 3.5.2 Category B, Applied Learning (ApL) Subjects -- 3.5.3 Category C, Other Language Subjects -- 3.6 University Admission Requirements and Recognition -- 3.7 Take-up and Performance -- 3.8 Impact of Senior Secondary Education on Students and Student Outcomes More Generally -- 3.9 Further Studies and Employment -- 3.10 Stress: An Unintended Consequence? -- 3.11 Implementation of the Curriculum Model -- 3.12 Matters to Consider in Systemic Reform -- 3.13 Postscript -- 3.13.1 Post postscript -- References -- 4 Reforming a Whole School System: The Case of Kazakhstan -- 4.1 Introduction -- 4.2 The Reform Context |
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4.2.1 The Geography, People and Politics of Kazakhstan -- 4.2.2 Drivers of Change and the Big Plan -- 4.2.3 Initial Changes -- From 1991 to 2011 -- 4.2.4 Economic Prosperity and Structural Change -- From 2011 to 2020 -- 4.3 Reform Strategy -- 4.3.1 Timelines -- 4.3.2 What Was the Renewed Content of Education? -- 4.4 Stakeholder Responses: Perceptions of Participants -- 4.4.1 General Attitudes to Reform -- 4.4.2 Curriculum and Pedagogy -- 4.4.3 The Trilingual Policy and English as a Medium of Instruction -- 4.4.4 Assessment -- 4.4.5 Teacher Development -- 4.4.6 Equity and Inclusion -- 4.4.7 Systemic Issues -- 4.4.8 Ways of Working -- 4.4.9 Regional and Governance Issues -- 4.5 Challenges -- 4.5.1 Continuity and Coherence -- 4.5.1.1 A New Emphasis on Leadership -- 4.5.1.2 Teacher Capacity and Skill Shortages in Some Subjects -- 4.6 Lessons Learned and Further Considerations -- 4.7 Conclusion -- References -- 5 The Challenges and Opportunities of Greater Autonomy for Post-Soviet Universities: An Illustration from Kazakhstan -- 5.1 Introduction -- 5.2 Context -- 5.3 Steps towards Autonomy -- 5.4 Implementing Reforms and Institutional Responses -- 5.5 Demonstration Sites as a Change Strategy -- 5.6 Legislative Autonomy and Internal Governance -- 5.7 Lessons Learned -- References -- 6 School Improvement by Design: Why It's Needed, How It Works and How It Can Be Improved -- 6.1 The Problem -- 6.2 Emergence of School Improvement by Design -- 6.3 How Design-Based Improvement Works -- 6.4 Successful Cases -- 6.4.1 Success for All -- 6.4.2 America's Choice -- 6.4.3 How School Improvement by Design Fails -- 6.4.3.1 BURST: Reading -- 6.4.3.2 Accelerated Schools Project -- 6.4.3.3 Agile Mind (Algebra 1) -- 6.5 Improving the Viability and Quality of School Improvement Designs -- 6.6 Markets -- 6.7 Governments -- 6.8 Networks -- 6.9 Summary -- References |
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7 Promising Practice in Government Schools in Vietnam -- 7.1 Methodology -- 7.2 Our Findings -- 7.2.1 Purposeful Policy -- 7.2.1.1 School Education: A Top Policy Priority for Many Years -- 7.2.1.2 The Government's Theory of Action -- 7.2.1.3 Policy Implementation and the Role of 'the Middle Tier' -- 7.2.1.4 A Lively Professional and Public Debate on Education -- 7.2.2 High Levels of Accountability -- 7.2.2.1 The Accountability of Teachers Begins with Self-Review and Peer Assessment -- 7.2.2.2 The Principal as an In-School Inspector -- 7.2.2.3 Parents Are Encouraged by the Government to Hold Schools to Account -- 7.2.2.4 A Robust Regime of External Accountability -- 7.2.3 The Quality of Teaching and Teachers -- 7.2.3.1 Teachers Are Members of a Highly Respected Profession but They Consider Themselves to Be Badly Paid and Many Supplement Their Income by Working as Private Tutors -- 7.2.3.2 The Teacher Workforce Is Better Qualified Than Before and Well Regarded by Many Parents -- 7.2.3.3 The 'Subject Group' Is an Important Mechanism Providing Informal In-School Professional Learning -- 7.2.3.4 Teachers Used a Mix of Traditional and More Modern Pedagogical Methods -- 7.2.4 School Leadership That Focuses on the Classroom -- 7.2.4.1 Principals Have a Clearly Defined Role As Leaders of Teaching and Learning -- 7.2.4.2 Principals Confidently Described Their Views on the Characteristics of High-Quality Teaching -- 7.2.4.3 The Vietnamese Model of School Leadership Is Very Different from Some Aspects of 'Western' Practice -- 7.2.5 Partnership between Schools and Parents -- 7.2.5.1 Parents Expressed High Levels of Satisfaction with the Government School System -- 7.2.5.2 Some Vietnamese Government Schools Have Good Systems to Foster Parental Partnership |
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7.2.5.3 Through the Policy of 'Socialisation' Parents Are Expected to Make Additional Contributions to Their Local School -- 7.3 Conclusion -- References -- 8 Reform Implementation Lessons: A Case Study of High-Performing Singapore -- 8.1 Introduction -- 8.2 Developing the System (1965-1997) -- 8.3 Post-Industrial Innovation Economy (1997-2020) -- 8.4 Building a System of 'Bridges and Ladders' -- 8.5 Reform Implementation in Singapore (1997-2019): Changes to Curriculum and Pedagogy -- 8.6 Developing Teacher and School Leadership Capacity -- 8.7 Capacity Building in Education Research -- 8.8 Explaining Successful Reform Implementation in Singapore -- 8.9 Emergent Challenges -- 8.9.1 The Bilingual Model -- 8.9.2 Meritocracy -- 8.10 Conclusion -- References -- 9 Qatar's Road to Education Reform: The Need for Teacher Autonomy -- 9.1 Introduction -- 9.2 The First Stage of Formal Education in Qatar -- 9.3 Education for a New Era (EFNE) -- 9.3.1 Background -- 9.3.2 The Reform Model -- 9.3.3 Implementation of the Reforms -- 9.3.4 Achievements and Challenges in the Reform -- 9.3.5 Autonomy in the EFNE Reforms -- 9.4 The Need for Teacher Autonomy -- 9.5 Empowering Leaders of Learning: Supporting Teacher Autonomy Through School Leaders -- 9.6 Conclusion -- References -- 10 Implementing Educational Reform: Some Reality Checkpoints -- 10.1 Introduction -- 10.2 Context Counts -- 10.3 Timescales Taken -- 10.4 Communication -- 10.5 Models of Implementation -- 10.6 Internal and External Actors -- 10.7 Stakeholders and Their Roles -- 10.8 Reality Checks -- 10.9 Final Words -- References -- Index |
| Summary |
"There is constant pressure on governments and policymakers to raise the standard of education and to develop appropriate curriculum and pedagogies for students. It is no easy task. This book presents eight specific case studies of education reform implementation which capture how the design and implementation choices of policy makers are shaped by national and historical contexts. They offer real examples of the choices and constraints faced by policymakers and practitioners. The cases are a mix of nationally and locally mandated reforms with five examples from nations where the state initiated and guided reforms. The concluding synthesis chapter highlights commonalities and differences across the cases and disparate responses to shared concerns. Providing a breadth of real-world research, it will assist policy makers, practitioners and other stakeholders interested in system change"-- Provided by publisher |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Description based on print version record and CIP data provided by publisher; resource not viewed |
| Subject |
Curriculum change -- Case studies
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Educational change -- Case studies
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EDUCATION / History.
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Curriculum change.
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Educational change.
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| Genre/Form |
Case studies.
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| Form |
Electronic book
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| Author |
McLaughlin, Colleen, editor
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Ruby, Alan, editor
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| LC no. |
2021029078 |
| ISBN |
9781108864800 |
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1108864805 |
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