Medium 9781475815993

IJER Vol 4-N1

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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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AUSTIN D. SWANSON

Graduate School of Education

State University of New York at Buffalo

Buffalo, NY 14260-1000

Numerous books and professional journal articles have been written over the past decade comparing the educational reform initiatives taking place concurrently throughout the developed world (e.g., Lawton, 1992; Edwards and Whitty, 1992; Beare and Boyd, 1993; Ball, 1993; Hancock, Kirst and Grossman, 1983). Observers have found it particularly curious that, despite marked differences in the ideological orientations of governments in power, there is a remarkable similarity in the nature of reforms being attempted.

English reforms have been of particular interest to Americans because of common language and similar cultural heritage and because most of the reforms being discussed for implementation in the United States have already been implemented in England one way or another (Walford, 1992). British reforms, which are being given careful consideration in the United States and are being implemented on a small scale in some places, include national (state) standards and national (state) assessment, school-based management, school–based budgeting, family choice of schooling, and “opting out,” i.e., a school disassociating itself from the Local Education Authority (LEA) and linking directly with the national (state) government.

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Peter L. McLaren

Translation by Hoyt Rogers

Edgar Gonzalez-Gaudiano holds a professorship in education at the National Autonomous University of Mexico (UNAM). In 1983, he requested a leave of absence in order to assist the Mexican government in pedagogical fields such as indigenous education and environmental education. Since 1989, he has served as Director of Environmental Education in what is now called the National Institute of Ecology, a decentralized agency of the Department of Social Development. There he has worked tirelessly to advance this new pedagogical field within a critical perspective. Despite his administrative duties, he has not turned his back on the halls of academe, to which he still devotes himself part-time. In addition to providing technical assistance to projects and programs conducted by Mexican universities–including the UNAM, he is also an advisor to various governments and universities throughout Latin America, especially in Nicaragua, El Salvador, Ecuador, Chile and Brazil.

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