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IJER Vol 26-N2

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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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Internationalization at Home: A Study of a Comprehensive Regional University

ePub

Internationalization at Home

A Study of a Comprehensive Regional University

Sheena Choi

Joseph Khamalah

ABSTRACT: Responding to the needs of intercultural understanding and competencies in a global economy, universities have devised strategies and programs to internationalize the campus to prepare students to work effectively in an increasingly interconnected economy and society. Internationalization at home (IaH) attempts to more effectively address gaps left by the traditional study abroad. This study examines the IaH activities at a regional higher education institution in a Midwestern city of the United States in faculty/staff recruitment and development, policies, and curriculum development. Results show that implementation of IaH is at odds with the institution’s regional mission and underscores the need for a reconceptualization to better serve the region in this global era.

KEYWORDS: Internationalization of higher education, international program, internat ionalization at home, globalization and higher education, regional institution

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Culture of Inquiry in Professional Development

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Culture of Inquiry in Professional Development

William V. Morris

ABSTRACT: Research on teacher collaboration and student achievement, along with culture of inquiry theory, was reviewed in an attempt to propose a theory of culture of inquiry for teacher professional development. Three empirical studies on teacher collaboration revealed positive correlations between teacher collaboration and student achievement. The literature on culture of inquiry and relevant theory from organizational management yielded five characteristics essential to a culture in which teachers plan and carry out professional development to evaluate and experiment with new teaching methods: transformational leadership, inquiry and healthy debate, license to experiment, collegiality and sharing, and an ongoing cycle of reflection.

KEYWORDS: collaboration, collegiality, culture, professional development, reflective practice

With the rush to fully implement the new Common Core Standards and deliver on their promise of raising the bar for learning, it is easy to brush over an element pivotal to bringing about desired change in our schools: well-designed professional development embracing the very principles of teaching that visionary school leaders espouse for their students. The central emphasis of the Core is leading students in researching, writing, sharing, and reflecting about a given question or area of study; in other words, teaching them to learn within a culture of inquiry. If a culture of inquiry within the classroom is essential to carrying out the goals of the Common Core Standards, it should follow logically that meaningful collaboration among teachers and administrators must also be grounded in a culture of inquiry, thereby reinforcing this philosophy as the shared culture of the whole learning community.

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Instructional Leadership Practices among Principals in Israeli and US Jewish Schools

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Instructional Leadership Practices among Principals in Israeli and US Jewish Schools

Jeffrey Glanz

Haim Shaked

Chanina Rabinowitz

Shmuel Shenhav

Rachel Zaretsky

ABSTRACT: Extant research indicates that principals are expected to serve as instructional leaders. Instructional leadership practices of principals in Israeli and US Jewish schools have, until recently, been unexplored. Therefore, this mixed-methodological study explores instructional leadership perceptions and behaviors among Israeli and US principals. Data, via questionnaires and interviews, were collected from 90 principals from each country. Findings suggest that US principals demonstrated significantly higher levels of instructional leadership. In both groups, women principals demonstrated higher levels of instructional leadership. Our interviews provided unique insights leading to our suggestions for ways of promoting greater attention to instructional leadership by principals of both countries.

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Hong Kong’s Postcolonial Education Reform: Liberal Studies as a Lens

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Hong Kong’s Postcolonial Education Reform

Liberal Studies as a Lens

Robert Spires

ABSTRACT: The Hong Kong education system is at a crucial point in its trajectory, and changes to public education also reflect broader social, economic and political changes within Hong Kong and globally. Since the 1997 handover of Hong Kong from British control to China, Hong Kong has struggled to develop its own identity under the One Country, Two Systems premise. One of the compulsory courses in the Hong Kong curriculum known as liberal studies, introduced in 2009, provided a useful departure point for exploring many social tensions occurring in Hong Kong. Exploring education reform through liberal studies explains how these social tensions manifest within education, and how these educational tensions manifest within the broader society. Contemporary trends in Hong Kong’s education were examined, including the public exams, the proliferation of shadow education and the expansion of self-financed tertiary education options for Hong Kong students. Tensions in Hong Kong are further explained through the notions of post-colonialism. The liberal studies debate mirror aspects of the broader economic, political, and social tensions as they relate to Hong Kong youth, and Hong Kong society at-large, and this article endeavors to explore these tensions through the lens of liberal studies as it relates to education discourse in Hong Kong. Through a combination of literature review from academic and mainstream sources, the article establishes the groundwork for further empirical work in order to gain a more in-depth understanding of the issues and tensions in Hong Kong.

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Improving Student Achievement through Strengthening Principal and School Counselor Partnership

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Improving Student Achievement through Strengthening Principal and School Counselor Partnership

Olcay Yavuz

Nur Cayirdag

Carol Dahir

Aliİlker Gümüşeli

ABSTRACT : The purpose of the study was to examine 1466 school principals’ opinions on six different aspects of counseling practices in K-12 public and private schools. Results indicated that there were significant differences between public and private school principals’ opinions on school counseling priorities, perceptions, academic development, and program management. School type and school-level interactions were significant for career and academic development and marginally significant for personal–social development. School level had also significant main effects on personal–social, career, and academic developments. These results may be of value to school leaders and educators concerned with improving student achievement and school effectiveness through revising and improving their school counseling services.

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