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IJER Vol 26-N4

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The mission of the International Journal of Educational Reform (IJER) is to keep readers up-to-date with worldwide developments in education reform by providing scholarly information and practical analysis from recognized international authorities. As the only peer-reviewed scholarly publication that combines authors’ voices without regard for the political affiliations perspectives, or research methodologies, IJER provides readers with a balanced view of all sides of the political and educational mainstream. To this end, IJER includes, but is not limited to, inquiry based and opinion pieces on developments in such areas as policy, administration, curriculum, instruction, law, and research.
IJER should thus be of interest to professional educators with decision-making roles and policymakers at all levels turn since it provides a broad-based conversation between and among policymakers, practitioners, and academicians about reform goals, objectives, and methods for success throughout the world.
Readers can call on IJER to learn from an international group of reform implementers by discovering what they can do that has actually worked. IJER can also help readers to understand the pitfalls of current reforms in order to avoid making similar mistakes. Finally, it is the mission of IJER to help readers to learn about key issues in school reform from movers and shakers who help to study and shape the power base directing educational reform in the U.S. and the world.

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Commemorating the 10th Anniversary of World Autism Awareness Day: An Opportunity to Reflect about Educating Students with Autism

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Commemorating the 10th Anniversary of World Autism Awareness Day

An Opportunity to Reflect about Educating Students with Autism

Tim Morse

ABSTRACT: On December 18, 2007, the United Nations General Assembly adopted resolution 62/139 which established World Autism Awareness Day—one of only four official health-specific UN Days. The original resolution had four main components, which included celebrating World Autism Awareness Day every April 2 and encouraging member states to raise the awareness of autism at all levels in society. In accordance with this latter component of the resolution, the purpose of this article is to raise educators’ awareness about some of the most salient issues that need to be addressed as schools continue to implement necessary reforms for meeting the educational challenges posed by students with autism.

KEYWORDS: autism, early intervention, school programming, transition services, diagnosis

The 10th anniversary of the United Nations General Assembly’s adoption of resolution 62/139, which established April 2 as World Autism Awareness Day, will take place on December 18, 2017 (United Nations General Assembly, 2007). During the 10 years since the adoption of this resolution, the prevalence of autism has continued to increase, resulting in educators around the world having to work to keep pace with the numerous emerging challenges that have been identified with respect to providing appropriate school programs for students with this complex, diverse disorder.

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Special Need Students in the Struggle for the Character of Schooling in America

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Special Need Students in the Struggle for the Character of Schooling in America

Lenford C. Sutton

Jane A. Beese

Tiffany Puckett

ABSTRACT: One of the most contentious issues over American educational reform is government sponsorship of school vouchers and tax credits in elementary and secondary education.Voucher advocates have long believed that public schools have little interest in education reform which diminishes its monopolistic position in the public education enterprise which effectuates a system of escalating cost, inefficiencies, and unacceptable student performance. Also, they claim that in a nation historically devoted to free enterprise and equal education opportunity, the expansion of school choice opportunity is a natural progression. Conversely, voucher opponents posit that such programs are not only unconstitutional, but would also redirect valuable resources away from schools serving students with the greatest need. They view voucher policy as highly divisive in that it fosters government entanglement with churches and serves as a catalyst for the re-segregation of public schools, further amplifying educational inequality. High-profile public battles over school vouchers in the United States have mainly focused on poor and minority children served by public schools in large urban areas. On the other hand, school choice for special need students, though expanding significantly, has not received as much attention. This article reviews the legal history of private contracting for special education services, describes the current choice programs for students with disabilities, recounts the legal challenges, discusses policy implications, and considers its formulation in the context of the largest levels of inequality in American History.

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Investigating Global–Local Networks and Policy Learning in University Curriculum Policy Transformations: A Proposed Research Approach for the Asia-Pacific Region

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Investigating Global–Local Networks and Policy Learning in University Curriculum Policy Transformations

A Proposed Research Approach for the Asia-Pacific Region

Thomas O’Donoghue

Lesley Vidovich

ABSTRACT: The focus is on universities around the world strengthening their competitive positioning in a global knowledge era through curriculum policy transformations. It highlights the need to study how ideological shifts and policy flows as well as networks between global and local levels are producing ‘radical’ change in curriculum policies in certain research-intensive universities. The article sets out a research approach for such study in relation to the Asia-Pacific Region. Pursuing such a research approach should make a significant contribution to the field of globalization and higher education.

KEYWORDS: Universities, curriculum policy, education change, Asia-Pacific Region, globalization

Introduction

Curriculum policies in particular research-intensive universities in various parts of the world have recently been featuring engagement with reforms at the undergraduate level which are considered “radical” in relation to their own historical contexts. In this article, “policies” are taken to be a set of processes which include “agenda setting as well as work on the production of the policy texts . . . and implementation processes, which are never straightforward” (Rizvi & Lingard, 2010, p. 5); they are about change and are value-laden. According to Grumet and Yates (2011), “curriculum” should be about what matters in the world, and curriculum decision-making is always subjective and highly contested. Rizvi and Lingard (2010) make the point that curriculum policy is an under-researched area of policy, especially in higher education.

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The Status of Universities in China: The Awkward Defendant from the Special Power Relation to Being Constrained

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The Status of Universities in China

The Awkward Defendant from the Special Power Relation to Being Constrained

Liying Rong

ABSTRACT: In China, higher education administrative litigation started from mid-1990s. The case Tian Yong v. University of Science and Technology Beijing (USTB) in 1998 marked the beginning of such litigation. Since then, students have gone to the court to challenge higher education institutions for disputes over enrollment, school management, degree certificates granting, etc. This wave of lawsuits gradually gained momentum and attracted widespread social attention. When we reflect on this phenomenon, we can find the driving forces behind the emergence of higher education litigation, mainly, are institutional reforms and social structure changes. The establishment of relevant system requires the joint efforts of law practitioners and theorists to conscientiously study the objective laws in higher education and the rule of law in China, thus making a contribution to the higher education relief system.

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Diploma Program Graduates’ CGPA as Predictor of Success in the Teachers’ Professional Licensing Written Exam Result with Gender Analysis: The Case of 2014/15 Diploma Graduates of KUC

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Diploma Program Graduates’ CGPA as Predictor of Success in the Teachers’ Professional Licensing Written Exam Result with Gender Analysis

The Case of 2014/15 Diploma Graduates of KUC

Yoseph Shumi Robi

ABSTRACT: The purpose of this study was to investigate the extent to which diploma graduates’ Cumulative Grade Point Average (CGPA) predicts their success in teachers’ professional licensing written exam result (TPLWER). A total of 588 graduating students (317 males and 271 females) were included in the study. Correlation, simple regression analyses, and independent sample t-test were employed on the data. The result revealed a statistical significant correlation between CGPA and TPLWER. CGPA appeared to be valid predictor of success of TPLWER and accounted for 33.40% of the variation in TPLWER. The results indicated statistically significant gender differences in diploma graduates’ CGPA and TPLWER.

KEYWORDS: CGPA, gender, predictor, TPLWER

Introduction

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Adoption of the Six Traits Analytic Writing Model with a Low-Income Student Population: A Comparative Study of Improvement in Student Writing

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Adoption of the Six Traits Analytic Writing Model with a Low-Income Student Population

A Comparative Study of Improvement in Student Writing

Rachel M. B. Collopy

Jackie Marshall Arnold

ABSTRACT: Common Core State Standards (CCSS) have renewed attention on writing instruction. This study investigates the impact of teachers’ use of the Six Traits Analytic Writing model on random stratified samples of upper elementary students from a low-income population. All students, on average, made significant gains in each of the six traits during the school year. However, students in the Six Traits group made significantly greater gains in the trait of voice. The Six Traits Model showed some promise in improving the writing achievement of a low-income population, a critical concern in the current context of CCSS implementation.

KEYWORDS: writing instruction, writing programs, professional development, poverty, low-income students, Common Core State Standards

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