Context Of Educational Reform Research Articles

Enacting Fairly or Fearfully? Unpacking the Enactment of Critical Thinking Policies in Chinese Senior High Schools

This study explores the enactment of critical thinking policies in Chinese senior high schools through the lens of Ball et al.’s policy enactment theory and within the broader context of Chinese education reform aimed at enhancing students’ thinking abilities. Employing a case study methodology with diverse data types, the research assessed current school-level practices and the effectiveness of Ball et al.’s framework in capturing interactions among objective contexts, policy actors, and cultural artefacts. Findings indicate that the framework captures these complexities when the policy is actively enacted. In one school, a systematic enactment mechanism facilitated diverse policy roles and external connections, thereby promoting schoolwide critical thinking development; however, another school exhibited fragmented practices due to the lack of key policy roles, despite students’ interest in deeper engagement. Challenges were also identified, including deficiencies in the mid-level education bureau and conflicts between a collective-oriented educational paradigm and the promotion of independent thinking. The study unravelled the nuances of the enactment of critical thinking policies in Chinese senior high schools. Future research could test the framework’s applicability for guiding the construction of policy mechanisms across different settings.

A IMPORTÂNCIA DA PESQUISA ACADÊMICA NA FORMAÇÃO DE PROFESSORES

This article explores an ongoing study that investigates the integration of research as curricular content in teacher training courses for basic education in Brazil, with a particular focus on pedagogy courses. Thus, the study is situated within the context of government policies and educational reforms that began in the 1990s. However, the work examines the socioeconomic and cultural characteristics of students aspiring to become elementary school teachers and analyzes the introduction of research into the curricula of these courses, contrasting the approaches presented in official documents with the concepts defended by the main authors in the field. The text is based on qualitative data collected through focus group discussions with students who are about to complete the pedagogy course. Thus, the article ends with reflections on the need to consider both the subjective aspects and the sociocultural characteristics of students when assessing the relevance of research in initial teacher training courses. To this end, this analysis seeks to understand more comprehensively the impact of research on teacher training, recognizing the complexity of the dimensions involved in educational practice and in the preparation of future teachers.

From the Soviet Union to Russia: fifty years of reforms in initial teacher education

ABSTRACT Teacher education in Russia has become the subject of considerable reform over the past 50 years. It is today a complex system of continuous training which gives students a chance to enter the profession in a number of different ways, as well as maintain their professional skill set throughout the course of their careers. This paper offers a comprehensive overview of the history and the state of art initial teacher education in Russia during the last 50 years. It aims to draw on scholarly expertise in Russia and will locate the policies and practices that are discussed within the context of teacher education reform. The main themes of the paper are the history and current practice of Russian initial teacher education. The paper will consider the relationship between policy and practice and examine the respective influences of the former Union of Soviet Socialist Republics (USSR), and processes of wider reform in the Russian Federation since the 1990s.

Creative Teaching in the Context of Educational Reform: Insights from the Perspective of In-service Teachers

Aim. This study aims to elucidate the multifaceted nature of creative teaching within the specific context of educational reform by exploring the nuanced perspectives of in-service teachers through their real-life teaching experiences. Methods. A qualitative approach was adopted, with semi-structured, vignette-based interviews with 19 teachers from elementary, junior high, and senior high schools in Taiwan. Data analysis followed reflexive thematic analysis methods. Results. The findings underscore that in-service teachers perceive creative teaching not as the creation of entirely new educational paradigms but rather as the adoption of unconventional methods. This entails the adaptive and strategic utilisation of diverse teaching methods, the integration of multidisciplinary content, and an enduring commitment to continuous improvement. It is an incremental process involving the continuous absorption of new concepts, the adaptation of new methods, and making progressive adjustments. Conclusion. Enhancing teachers’ creative teaching requires a context-specific understanding of its essence, facilitating targeted promotion and teacher education. This study addresses the research gap by qualitatively investigating teachers’ perspectives on creative teaching and its implementation. The insights gained in this study are crucial in guiding the effective integration of creativity into pedagogical practice within teacher education and professional development endeavours. Cognitive value. This study challenges the conventional notion that creative teaching involves the invention of entirely new methods, arguing instead that creative teaching is primarily concerned with the ways in which teachers implement unconventional approaches, rather than the novelty of those approaches. These findings offer a novel perspective on fostering creative teaching within teacher development endeavours.

Comparative Analysis of Educational Policies of China and Pakistan:A Systematic Literature Review

This paper presents a systematic literature review that offers a comparative analysis of the educational policies of China and Pakistan. The review delves into the historical context, policy formulation, implementation strategies, and outcomes of educational reforms in both countries. To ensure a comprehensive and current analysis, studies published between 2000 and 2023 were included. Data were meticulously extracted from peer-reviewed journal articles, government reports, and policy documents. The selected studies were thoroughly analyzed to identify key themes and patterns, employing a comparative framework to synthesize the data focusing on policy formulation, implementation, and outcomes. This detailed comparative analysis highlights significant differences and similarities between the two nations' educational systems, providing valuable insights into how each country addresses its unique educational challenges and opportunities. By examining these aspects, the review offers a comprehensive understanding of the educational landscapes of China and Pakistan, shedding light on the successes and shortcomings of their respective educational policies. The findings suggest that both countries can learn valuable lessons from each other's experiences, thereby enhancing their educational frameworks. This study contributes to the broader discourse on global educational development, emphasizing the importance of tailored policy responses to meet diverse educational needs.

METHODOLOGICAL FEATURES OF TEACHING RANDOM VARIABLES AT THE COMPREHENSIVE SECONDARY SCHOOL

In the evolving landscape of educational methodologies, the integration of complex mathematical concepts such as random variables into secondary school curriculums poses significant challenges and opportunities. As the global educational framework increasingly emphasizes the importance of a robust mathematical foundation, understanding and teaching stochastic elements within the school system has become crucial. This article delves into the nuanced methodological features essential for imparting knowledge of random variables effectively to secondary school students. We explore the historical context of mathematical education reforms in Armenia, highlighting the recent inclusion of stochastic topics in the school programs since 2004. The reformed educational standards introduced in 2020 and implemented in 2023 have further emphasized the need for a structured approach to teaching random variables, alongside other advanced mathematical topics. Through this lens, we examine the preparedness of educators, the adequacy of existing teaching methods, and the potential cognitive hurdles faced by students. Our analysis is rooted in both qualitative assessments and a theoretical framework that aims to bridge the gap between abstract mathematical theories and practical understanding, ensuring that students not only learn but also appreciate the significance of probability theory in everyday contexts .

Assessing biology teachers’ satisfaction with a shift from a thematic to conceptual curriculum approach: implications for science education reform

ABSTRACT This paper investigates the satisfaction of high school biology teachers within a context of educational reform in Croatia, which could serve as a representative model for broader science education reforms. The reform introduced a conceptual, student-centred approach replacing the previous thematic approach in biology education, aligning with the global trends in science education. Departing from the prescribed thematic content, this new approach emphasises the comprehension of biological concepts relevant to students’ daily lives and learning outcomes. The study aims to assess teachers’ overall satisfaction by (i) comparing the new curriculum’s conceptual emphasis with the earlier thematic approach and (ii) investigating teachers’ perceptions regarding increased content autonomy. Survey results highlight a preference for the former thematic approach, notably among experienced teachers, suggesting the necessity for curriculum reassessment and potential adjustments based on teacher input. Furthermore, the findings indicate a potential necessity for establishing a comprehensive support system to aid teachers in navigating the transition to the new conceptual approach, particularly within the broader context of science education reform.

From Mr. Zhu to Ni Huanzhi: A Study of the Image of Intellectuals in the Educational Transformation of Modern China

In the twentieth century, China underwent huge social transformations, probably with equally great changes in education. Under the influence of the influx of Western learning in this period, traditional education models were challenged, and new schools, together with new educational concepts, started to come into being. Inside this process, the roles and images of intellectuals changed a lot as keen observers and active participants in social change. The paper compares two representative figures, Mr. Zhu from White Deer Plain and Ni Huanzhi from Ni Huanzhi, in efforts to comprehend the intellectuals in their various roles within the context of contemporary Chinese educational reforms. Mr. Zhu was a protector and promoter of traditional culture and thoughts, while Ni Huanzhi was an advocate for new cultures and ideas. Their divergent paths, and different roles in society, have been carved out by different life experiences. This paper also explores differences in positions in educational reforms, contributions toward educational progress, and strategies in the face of social changes. The significance of these preceding analyses is to assess their historical value with a view to drawing reflective lessons and insights that would enlighten contemporary educators.

Agenda-setting for education reform: the case of the Vision Statement for the Future of Scottish Education

ABSTRACT Policy cycles are initiated via a variety of context-bound causal drivers. In situations where systemic reform is desired, agenda-setting is vital to this process. This paper examines ‘The National Discussion on Scottish Education’, which was a sequence of stakeholder engagements promoted as a listening exercise to enable policy agenda-setting for a period of education reform. By considering key elements of the context of education reform in Scotland, the design of the stakeholder engagement process, the published outcome of the process, and by reflecting on the purposes underpinning these, this paper examines the conceptual bases upon which the National Discussion and the Vision Statement that arose from it were founded. The intention to create a vision that was both consensual and compelling was challenging to realise in practice. However, the focus on communitarian values evinced through the Vision Statement offers a helpful orientation for future policymaking and professional practice in education, suggesting the important interrelationship between vision and values for agenda-setting in policy.

Typologising formal school-to-school collaborations—education collectives—in China through the metaphor of Chinese landscape painting

ABSTRACTIn China, formal school groupings known as ‘education collectives’ have become one of the most common forms of school-to-school collaboration, promoted by policymakers to narrow the achievement gap between schools and optimise resource allocation. Previous research has focused on the purposes and achievements of education collectives rather than their structural diversity. This article seeks to address this gap by typologising education collectives in China. We map the landscape of education collectives, illuminating how school-to-school collaboration and education collectivisation have been promoted and operationalised in China. To achieve this, we employ the metaphor of traditional Chinese landscape painting as a methodological tool. Through this, we promote a deeper understanding of the cultural and psychological roots of school-to-school collaboration in China. We conceptualise education collectives from three perspectives inspired by the features of landscape painting: power relations, legal status, and external institutional engagement. These three dimensions also illuminate the homogeneity, exclusion and unsustainability that the education collective may encounter in their development process. This typology places education collectives within the broader policy context of Chinese basic education and system reform and offers insights into the diversity of network and partnership structures among inter-school collaborations.

An Inquiry into the Evolution of the Project-based Instructional Approach “Three” from “A Program” to “A High-quality Course”

Within the context of education reform, there is a pressing need to overhaul and enhance the existing educational approach. As part of this endeavor, it is imperative to establish a more adaptable and multifaceted project-based teaching methodology. However, it is important to acknowledge that this approach also exhibits certain inherent limits, which become increasingly apparent during its implementation. However, it is worth considering if this particular pedagogical approach can effectively address its inherent limits and successfully facilitate the desired transformation and advancement of the educational system. This research aims to examine the efficacy of the “three” teaching approach in facilitating the transition from a mere instructional plan to an effective classroom experience.

Policy pressure on partnerships: intentions, expectations and legitimisation of Norwegian educational reform policy

ABSTRACT Internationally, the emphasis on school reforms is increasing, and school leaders play a key role in realising reform initiatives for school development and change. Often, the formation of partnerships between researchers and practitioners for school improvement is promoted to facilitate professional development and enhance student learning. However, limited attention has been directed towards the underlying ideas, values and beliefs in government-initiated strategies for partnership in the policy context of educational reform. This paper examines how partnerships between schools and higher education institutions are conceptualised and legitimised in Norwegian reform policy documents. We analyse three government white papers, each coupled with an executive partnership strategy document. The analysis applies a discourse analytical approach to policy as text and transmission. Our findings show a shift in the official national discourse on partnerships in education, underscoring new tensions regarding the power to define focus areas in the local reform work.

Being a Teacher in China: A Systematic Review of Teacher Identity in Education Reform

Education reform is expected to change teacher’s identity is expected to undergo changes, which in turn may influence various aspects of their professional life. As such, teacher identity in education reform context has received strong attention in the literature in the last decade or so. This article provides a systematic and critical review of the empirical research published after 2010 on Chinese teachers’ identity construction. It conceptualizes teacher identity construction in times of education reform and the factors mediating this process. A thematic synthesis was adopted to undertake the review of 28 articles. Teacher identity categories in K12 and tertiary education were extracted from the studies to give a contour of teacher identity trajectory. Teacher identities as thriving, as survival, and as exclusion emerge as the three main teacher identity categories. Guided by Wenger’s identity theory, we then discuss three types of teacher identity trajectories: contrive to thrive, adjust to survive, and alienate to wither; and three distinctive factor themes: power relations, agency, and emotion. This contextualized review unfolds stories and mediators of teacher identity construction against the backdrop of education reform in China through which implications for enhancing strong teacher identities are drawn.

Combined application of employment education and big data internet technology based on the context of vocational education reform

Abstract In the context of vocational education reform, with the rapid development of big data and internet technology in recent years, coupled with the increase of employment pressure in China, universities have paid more attention to students’ employability competitiveness and paid attention to the reform and innovation of employment education and management work around the goal of higher vocational education personnel training. Based on the theory of the GRU employment education model and supported by big data internet technology, this paper uses a questionnaire survey and semi-structured interview to conduct exploratory factor analysis and validation factor analysis on the constructed employability evaluation index system by using empirical analysis method and finally constructs an employment education model for higher vocational students. At present, compared with the nearly 100 years of exploration history of employment education in colleges and universities in developed countries such as the United States, the employment education of college students in China has a relatively short history and is still in the exploration and development stage. The combination of vocational education reform and big data and internet technology will create a good environment for the future development and growth of students. Therefore, it is necessary to improve the relevance of employment education and management from the perspective of students and teachers in the “Internet+” environment and provide some new ideas to solve the outstanding problems in the employment education of college students so as to ensure that students can enter and adapt to the workplace smoothly after graduation.

Critical discursive approaches to evaluating policy-driven testing: Social impact as a target for validation

This paper addresses the intersection of testing and policy, situating test-driven impact and validation within the context of policy-led educational reform in Korea. I will briefly review the existing validation models. Then, arguing for an expansion of the conventional conceptualization of consequential validity research, I use Fairclough’s dialectic–relational approach in critical discourse analysis (CDA), positioned in critical and poststructuralist research tradition, to evaluate social realities, such as intended and actual impact of policy-led testing, I take, as an example, the context of the development of the National English Ability Test (NEAT) in Korea, which had been used as a means of implementing government policies. Combining Messick’s validity framework for consequential evidence, Bachman and Palmer’s argument-based approach to validation (assessment use argument, AUA), and Fairclough’s dialectic–relational approach, I will illustrate how the impact of policy-led testing is performed and interpreted as a sociopolitical and discursive phenomenon, constituted and enacted in and through “discourse.” By revisiting the previous Faircloughian research works on NEAT’s impact, I postulate that the discourses arguing for and against social impact acquire their meanings from dialectical standpoints.

Recursive and adaptive processes in strategic work: municipality leaders’ and school leaders’ accounts of their work for educational reform

ABSTRACT The purpose of this study is to contribute insights into strategic work in an educational reform context. Empirical data were collected from four cases in Norway, where the national educational authority recently initiated a renewal of the national curriculum for primary and secondary education. The theory of strategy as practice was the analytical framework applied in this study. The aims were to investigate municipal and school leaders’ accounts of strategic work and the relationships between strategic work at the municipal and school levels. The informants experienced they had leeway to decide on how to realize the national reform in their local contexts. In their processes of strategic work, they included both well-known strategies and practices that had worked previously and structures and procedures that were adapted to the situation at hand. We found a smooth alignment between recursive and adaptive processes across the organizational levels. The informants implemented their perceptions as the intention of the national reform in many ways. In demonstrating the complexity of educational reform work, the findings of this study showed that the SaP approach may be used to make valuable theoretical contributions to our understanding of reform work in education.

Professional development of primary school teachers in Vietnamese educational reform context: an analysis from a sociocultural perspective

ABSTRACT This qualitative study aims to uncover the characteristics of teacher professional development (TPD) among professional groups of Vietnamese primary schools in the context of educational reform in the light of a sociocultural perspective. Data were collected from 12 participants from four primary schools in Central Vietnam using in-depth interviews. The participants comprised one principal, one team leader and one teacher from each school. Qualitative analysis of the data showed that three characteristics of TPD, namely self-directedness, collegiality and situatedness, were evident in the professional activities of primary school teachers. The participants also reported that most teachers were active in professional activities. However, the participants reported several challenges hindering teachers from actively participating in professional learning communities. These challenges included inflexibility due to old age, limited access to information technology, financial difficulties, or unsupportive family conditions. The results also revealed that the professional activities of the groups were influenced by the school’s leadership. The collegiality of teachers in professional activities was relatively high. Proficient teachers often played a leading role in professional activities. This study serves as an initial attempt to enhance teacher professional development programmes for primary school teachers in Vietnam, and beyond.

Professional Learning Communities in Vietnamese Primary Schools in the Educational Reform Context: Forms and Challenges

<p style="text-align: justify;">Professional learning communities (PLCs) are important for improving student achievement and school development. According to PLC research, teachers' knowledge and practice in teaching are significantly improved by various PLC forms and favorable working environments. This qualitative research was conducted to find out what forms of PLCs were popular and what challenges were facing three primary schools in a province in Vietnam. The study utilizes a multiple-site case study design relating to PLCs in those schools with the data from interviews with the principals, group leaders and teachers, observations of PLC activities and related policy documents. The two forms of PLCs were identified in this research, including professional groups and groups of core teachers. Besides, four challenges facing PLCS implementation in those schools included the old habit of professional learning in PLCs, structural conditions of schedules and facilities, economic conditions of teachers and motivation for reforms. The study provides recommendations based on the findings for PLC research and practice within and beyond the Vietnamese context.</p>

Transversal Skills in the Academic Curriculum of Management School Students in Algeria

Abstract In a context of higher education reform, non-technical skills have gained a particular status as they are now placed at the core of educational programmes. This article aims to understand the involvement of higher education institutions (HEIs) and students in acquiring and developing non-technical skills. Accordingly, we conducted a quantitative survey among students at a management school. The results of this study suggest that students play an active role in their own skill development by engaging in scientific clubs, associations, and teamwork. However, this may not be sufficient to ensure better learning of cross-cutting skills, and higher education institutions must intervene by creating an environment conducive to this growth.

CHALLENGES FOR COLLEGE ENGLISH TEACHERS AS ASSESSORS

The present case study aims to explore the challenges that the teachers in a Vietnamese university have faced with in the role of language assessors in their outcome-based English courses. In order to fulfil this aim, the study employs Activity Theory (Engeström, 1987, 2015) as the theoretical framework and narratives as a data collection tool. It is revealed from the three selected teachers’ narratives about their personal and professional background, the experienced reality in their assessment work that their challenges are related to inadequate assessment literacy, lack of shared knowledge and unclear assessment identity, inadequate professional training and discussions. In light of the theoretical framework (i.e., Activity Theory), these challenges result from the tensions between the subject and the rules, between the mediating artifacts and the rules, and within the division of labor. With such findings, the study is expected to raise the teachers’ and the educational managers’ awareness of the contextual conditions for better teacher assessment competence and the assessment quality in the current education reform context. Accordingly, the study proposes a framework of college English teacher professional development.