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IJER Vol 25-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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6 Articles

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Students’ Perceptions of Project-Based Learning Within the New Tech School Model

ePub

Students’ Perceptions of Project-Based Learning Within the New Tech School Model

Gina G. Mosier

Jill Bradley-Levine

Tyonka Perkins

ABSTRACT: This study used survey design to investigate how high school students perceive the implementation success of a school reform called the New Tech School (NTS) model, which is organized around project-based learning (PBL), a democratic school culture, and technology integration. The study examined the relationship of the PBL instructional approach to specific indicators of NTS success as viewed by the students. Statistically significant, positive relationships were found between PBL and these indicators of success. By examining students’ perceptions, this study affirmed that PBL is critically linked to improved outcomes within the context of the NTS reform model. Implications for all educators incorporating PBL in the New Tech environment are discussed.

KEYWORDS: project-based learning, New Tech, 21st century skills

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School-Based Professional Development as an Organizational Learning Mechanism

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School-Based Professional Development as an Organizational Learning Mechanism

The Significance of Teachers’ Involvement

Orit Avidov-Ungar

ABSTRACT: This study examines the relations between school-based professional development as part of a national reform and schools’ organizational learning. The sample includes 196 teachers. Teachers’ involvement throughout the workshop was found to be positively and significantly related to the level of organizational learning at school. This relationship was mediated by the quality of the workshop. From the interviews, it was found that teachers’ involvement was related to both their perception of the workshop’s relevance and their willingness to internalize lessons from the workshop. The study emphasizes the importance of teacher involvement not only as a means to improve workshop quality but also to promote organizational learning within schools.

KEYWORDS: organizational learning; professional development; educational reform; teachers’ involvement

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The Significance of Teachers’ Involvement

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School-Based Professional Development as an Organizational Learning Mechanism

The Significance of Teachers’ Involvement

Orit Avidov-Ungar

ABSTRACT: This study examines the relations between school-based professional development as part of a national reform and schools’ organizational learning. The sample includes 196 teachers. Teachers’ involvement throughout the workshop was found to be positively and significantly related to the level of organizational learning at school. This relationship was mediated by the quality of the workshop. From the interviews, it was found that teachers’ involvement was related to both their perception of the workshop’s relevance and their willingness to internalize lessons from the workshop. The study emphasizes the importance of teacher involvement not only as a means to improve workshop quality but also to promote organizational learning within schools.

KEYWORDS: organizational learning; professional development; educational reform; teachers’ involvement

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The 21st-Century School Library

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The 21st-Century School Library

Perpetual Change or Evolution?

Sonia Pawlowsky

Thomas G. Ryan

ABSTRACT: Libraries have always been an institution in a state of transformation and change. Today this state of change has mainly been brought on by rapid advances of networked digital information technology. The purpose of this literature review is to explore and illuminate current library research and trends, including transformations in the library landscape, impacts on users and higher education, the opportunities and challenges facing libraries, the use of new technologies such as mobile devices, and the dual role of the librarian. Libraries need to be reshaped in order to compete with online technologies and to stay relevant in the 21st century. Recommended areas for further research include ways to gauge user interest, new qualifications for librarians, and the increasing use of mobile technology to access library collections and services.

KEYWORDS: library, librarian, blended librarian, information technology, new technologies, 21st century, 21st-century learner, new technologies, collection, access, assist, e-revolution

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Student Perceptions of Classroom Learning

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Student Perceptions of Classroom Learning

Plus Ça Change, Plus C’est la Même Chose?1

James L. Gentilucci and Anne E. Gentilucci

ABSTRACT: Despite billions of invested dollars and numerous reform initiatives, American K–12 student achievement has stagnated. Researchers have identified factors ostensibly responsible for the problem but most, if not all, are beyond the control of teachers. We utilize a different approach to explore factors that students—rather than educators, researchers, or policymakers—indicate are most responsible for poor learning. Perception data from three middle school cohorts (1979, 2000, and 2013) are compared to determine how a small number of learning-related inhibitory factors have changed over time. Unfortunately, our findings suggest that, indeed, plus ça change, plus c’est la même chose.

KEYWORDS: learning, student perceptions, teacher effects, academic achievement

Introduction

By several objective measures, America’s public K–12 school system is not producing sufficient numbers of well-educated graduates who are able to compete in the postindustrial, globalized economy (Hanushek, Peterson, & Woessmann, 2012). For example, results from the 2012 Program for International Student Assessment (PISA) show that the average mathematics, science, and reading literacy scores of 15-year-old high school students in the United States are not measurably different from scores earned during the test’s first administration in 2000 (Organization for Economic Cooperation and Development, 2014). Furthermore, of the 65 countries participating in the 2012 PISA, 34 had a higher percentage of students scoring at the advanced level in mathematics than the United States did (Editorial Board, 2013) (see Figure 1). Given these sobering statistics, it seems reasonable to argue that K–12 education in general and student learning in particular remain mired in much of the same mediocrity identified over 30 years ago in the controversial report A Nation at Risk: The Imperative for Educational Reform (National Commission on Excellence in Education, 1983).

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Teacher Misbehaviors at Elementary Schools in Turkey

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Teacher Misbehaviors at Elementary Schools in Turkey

Their Causes, Consequences, and Suggestions

Mehmet Karakus

Alpay Ersozlu

Necati Cobanoglu

ABSTRACT: The purpose of this study is to investigate teacher misbehaviors, their causes and consequences, and what can be done to eliminate them. The sample for the study was chosen according to accessible sampling methods from the elementary schools in the Malatya Province. The sample includes elementary teachers (n = 25), administrators (n = 16), students (n = 25), and parents (n = 19). This research is qualitatively designed and uses a descriptive model. The data was collected using a semistructured interview protocol. After analyzing and categorizing the data, themes emerged. According to the results, the following teacher misbehaviors emerged: lack of business ethics, pedagogical incompetence, and behavioral problems.

KEYWORDS: teacher misbehavior, elementary school, stakeholders’ perceptions

Introduction

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