Process Of Educational Reform Research Articles

Educational Reform in Contemporary China: An Autobiographic Ethnographic Study of a Local University in Gansu Province

This paper reviews the educational reform process in contemporary China based on an autobiographic ethnographic case study of Tianshui Normal University (TNU) in Gansu province. It examines the relationship between Chinese culture and education, probes the modern education model in China, and offers some operational suggestions for further education reforms in China. The author adopted qualitative research methods to study the critical issues related to educational reform in contemporary China and demonstrated the accomplishments of educational reform in China.

Stoking the Flames: A Community Cultural Wealth Analysis of Black Parents’ Engagement in an Empowerment Organization

While parent involvement has been shown to have positive academic outcomes for their children, for structural changes to be made, parents have to go from being active to taking on a more activist role, thus “stoking the flame” of the norm. Parent advocacy and empowerment groups play a vital role in the transformation of parent activists, yet their contributions are often overlooked in the literature on parent involvement. Using Yosso’s Community Cultural Wealth Framework, findings from this qualitative study examine how a parent empowerment group embraced the cultural assets and strengths of Black parents, served as the spark to engage them in the educational reform process, and built a platform for them as activists. This research expands conceptualizations of parent involvement to include activism and asserts parent advocacy and empowerment groups as vital stakeholders in educational change.

MOVEMENT TEACHER

Abstract: This discussion aims to increase understanding of the driving teacher who is part of the education reform process towards a better change and has a fundamental role in implementing independent learning. The ambitious teacher is a program of identifying and training future educational leaders. Motivating teachers are required to have more capabilities than teachers in general. A Motivating Teacher must have the characteristics of a good teacher, but a good teacher is not necessarily a Motivator. A good teacher is a teacher with good performance but only in the classroom. They can improve student achievement, teach creatively and innovatively, and develop their competence. Meanwhile, the role of the driving teacher is not only limited to being successful in managing the class they are teaching. In addition to being a good teacher, a Motivating Teacher must also have the will to lead, innovate, and make changes. As a teacher, the teacher must still integrate character values ​​into the learning process, whether it is included in teaching materials, assignments or daily tests. We always communicate with students in various teaching applications such as WhatsApp links, Google Classroom, Zoom Meeting, Google Meet, and others in teaching and learning activities. There are things to communicate that may be considered trivial and usually happen. Still, it turns out to be very important for us to cultivate good character for students when we talk in online media. Motivating teachers are expected to encourage student growth holistically and become Pancasila students. The driving teacher will be an inspiration for other teachers, have teaching innovations and varied teaching media, and become peer tutors at school.

Analysis on the Effect of Wushu Project Propagation in Nonmaterial Cultural Field of Environmental Protection Based on Artificial Intelligence Analysis Technology.

Since the beginning of the new century, the party and the government have always attached great importance to youth sports work and cared about the healthy growth of youth. The CPC Central Committee and the State Council have issued the opinions on strengthening youth sports and strengthening youth physique, which has initially formed a social consensus on promoting the healthy growth of young students. With the process of school education reform and the promulgation and implementation of the Ministry of Education's opinions on implementing and ensuring the time of daily sports activities for primary and middle school students, especially the official launch of the “national sunshine sports for hundreds of millions of students” in 2021, the school sports work in China has entered a new historical stage. Under this premise, the status and importance of Wushu in the intangible cultural field of schools have been gradually improved. As an important part of school sports, Wushu in the field of intangible culture plays an important role in strengthening students' physique, improving students' health, and promoting students' intellectual development. It is also one of the basic ways to realize school sports. How to better play its role has attracted the attention of many experts and scholars. This study focuses on the current situation of Wushu projects in the field of intangible culture in Weixian Middle School of Xingtai City, trying to understand its advantages and existing problems through the current situation, and put forward targeted solutions, so as to enable Wushu projects in the field of intangible culture to play their educational and fitness functions in school sports and provide help for the comprehensive development of middle school students.

Research and Analysis on the Improvement of Teaching Ability of Young Teachers in Colleges and Universities

As the development of society and economy, increasing effort s are made in education and reform in both teaching and education. The number of college teachers at young age bracket is expanding, whose teaching ability pose influence on the quality of college education and teaching. Therefore, the teaching ability of young teachers has become a key issue for the smooth development of teaching management and reform in colleges and universities. This paper will first analyze the current situation of the teaching ability of young teachers in colleges and universities, and then studies can be conducted in the strategies to improve the teaching ability of young teachers in colleges and universities from various aspects and angles, so as to promote the process of educational reform in colleges and universities.

TƯ TƯỞNG HỒ CHÍ MINH VỀ “LẤY TỰ HỌC LÀM CỐT” VÀ YÊU CẦU TỰ HỌC ĐỂ NÂNG CAO TRÌNH ĐỘ CỦA GIẢNG VIÊN SƯ PHẠM HIỆN NAY

Ho Chi Minh is a hero of national liberation and an outstanding cultural celebrity of mankind. His life is a great lesson, a shining example of the spirit of self-study. Valuable instructions, profound lessons learned from his own enduring self-study example, still remain valid until now. In the educational reform process, more than anyone else, pedagogical teachers need to be imbued with his “self-study as the core” view. On the basis of inheriting the theory of research works on Ho Chi Minh's educational perspective, analyzing the requirements of the current educational innovation practice in our country, the article focuses on generalizing Ho Chi Minh's thought demonstrate “self-study as the core” and self-study requirements of pedagogical lecturers to improve their qualifications to meet the current requirements of fundamental and comprehensive innovation in education and training.

Management of Digital Transformation in Education: Modern Scientific Discourse

The article considers the scientific method of implementation and management of digital transformation of higher education, including technological, methodological and economic aspects. The problem field of introduction of new digital models and introduction of managerial experience is considered.Recent research proves the separation of digital transformation as a new area of scientific interest for management development researchers, as well as a new research paradigm. This transformation is undoubtedly interesting and promising, as it contains many aspects and components. The main reasons for slow implementation are the complexity of the problem, the lack of data for decision-making and the uncertainty of economic impact in the future. In the educational environment, this process is slower, perhaps due to fears that such transformation processes will disrupt the traditional academic model that has developed over many years and has been relevant and effective in an era of industrial growth for many years.The relevance of further research is confirmed by the fact that the process of forming a digital market for educational services is not complete. On the one hand, transformation significantly depends on the systematic process of education reform, the availability of clear institutional and public policies. On the other hand, the success of the continued existence and development of educational institutions in the post-pandemic environment will depend on changes in the standard academic paradigm and the introduction of new digital services in combination with quality academic education. Building and implementing new forms and models of education will require managers to take a comprehensive approach and rethink existing norms and standards of governance. JEL classification: O32, O33

NEED FOR VALUE EDUCATION AS AN INTEGRAL PART OF SUSTAINABLE EDUCATION

For a peaceful world and society, it is essential for cultures to be developed and transformed through common values, and value education is one of the main ways to do that since core values are formed from an early age. But when society is going through a radical transformation process as it is in the case of Latvia, it is difficult to avoid anomie when different and conflicting ideas, memories and norms exist in society.The aim of the research is to explore and analyse the tendencies of the main values in the society of Latvia across different age groups, to see how the situation has developed and what are the main values that need to be stressed through value education in the ongoing educational reform process. To reach the aim of the research, a literature review as well as the analysis of the European Social Survey (2008 and 2018) data was conducted.The research results show some shift in values of the society in Latvia mainly due to priorities of younger generation in the period from 2008 to 2018: universal values have replaced self-direction values as the third most common value in the society of Latvia. In the case of younger generations value perception is indefinite. Partly this is due to the lack of focus on values in our education system since the restoration of independence. There is a need to strengthen the motivational values connected with conformity, self-direction, stimulation and universalism (tolerance) through value education. It is desirable to highlight the values of achievement such as creativity and desire to succeed, as they are essential for the knowledge society and stimulate motivation for entrepreneurship.

The educationalization of school architecture in Switzerland between 1840 and 1950

This paper analyses and contrasts the evolution of school architecture competitions, selected submitted projects and built schoolhouses, programmatic and professional literature, school building exhibitions and public reactions to them aiming at answering the following research question: How did architecture competitions, educational reforms and programmatic or professional literature contribute to the educationalization of the school building between 1835 and 1950 in Switzerland? The question will be approached from a perspective of educationalization, knowledge transfer and circulation between professional and political knowledge or discourses on education and practices of architecture competitions by contextualizing school building reform discourses within general school and education reform processes. The evolution of school building architecture competitions in Switzerland and the participation of a variety of actors demonstrate how the school building became a co-educator, how historical building designs are constantly naturalised to fit reform programs, and the relevance of calls for tender as source for the history of education.

Modeling the mechanisms for reconciling the interests of the parties in the process of professional education teachers’ advanced training

Modeling the mechanisms for reconciling the interests of the parties in the process of professional education teachers’ advanced training

Middle-class cultivation out of tune? Challenges to intensive parenting in Singapore

This article explores how conceptions of responsible parenting are re-negotiated in present-day Singapore. It discusses how policy changes in the pre-school area have affected parental practices and notions of morally worthy parenting. Pre-school reform promoting children’s holistic development and less intensive parenting is part of a wider process of education reform, which has been on-going for the last 20 years. Based on ethnographic fieldwork, we examine how parents and pre-school teachers negotiate these changes in the context of making pre-school children ready for formal schooling. Our main finding is that the changes associated with reform have created a situation, in which well-educated middle-class parents are increasingly insecure when it comes to education. Rather, they are caught off-balance and are struggling hard to figure out which modes of parenting will be counted as responsible and will turn out to be rewarding in terms of their children’s educational success and wholesome development.

Новые модели школьных подходов в подготовке будущего учителя в процессе педагогической практики

The process of preparing a future teacher is one of the most important directions in Samtskhe-Javakheti State University. Particular importance is attached to the training of teachers in the field of accuracy and natural sciences — STEM, which is a priority in Georgia today. In this process, it is very important to harmonize the approaches of teaching methodology in the teaching / learning process of students with the paradigm of the new school model, since the current process of education reform in the country is based on the introduction of a new school model project. Future teacher training programs (60 credits) must be in line with the country’s current reform processes, ensuring that future teacher training is up to date. Successful pedagogical practice will show the future teacher in practice and will allow him to understand the child’s personality, his profile and, as a result, introduce the most important aspects of development assessment to each student, according to the developing five-level system. Assessment-Single Taxonomy — In this process, it is important to have a good understanding of the target concept / perceptions of the indigenous peoples. A special task in the learning process is a challenging task, because with a well-chosen complex task, well thought out key questions and deeply analyzed accents, effectively planned learning stages, it is possible to develop deep and fundamental knowledge in the student who prepares the student for school.

School-university Partnerships in Teacher Education

Myanmar, a country of developing status, is facing many challenges in reforming its education system. This article investigates the current practices of school-university partnerships from the perspective of student teachers and mentor teachers in Myanmar, where there is an ongoing process of teacher education reform. The aim of this article is to investigate the practices of school-university partnerships and the tension between partners in the training of pre-service teachers within the context of teacher education. A qualitative research method is applied in this study where six candidates were interviewed individually. Participants include three student teachers from educational universities and three mentor teachers from basic education high schools in Myanmar. The results showed that, except for student teachers’ practice teaching, there is no intensive collaboration between schools and universities. Trust is a major problem between student teachers and mentor teachers. Different opinions and perspectives towards teaching and learning are also causing tension between partners. Although there is tension between mentor teachers and student teachers, they handle this through alternative collaboration activities and negotiation between partners.

Reflection on a Successful Process for General Education Reform

Abstract This article presents a reflection on a seven-year general education reform process. The authors divide and explain the process of reform in four stages: Review and Recommendation for Reform; Building Conceptual Foundations; Moving from Theory to Practice; and Implementation. The authors discuss the value of establishing goals and markers of success for each of these stages. In addition, they identified three key commitments used in each of the stages: (1) conducting work collaboratively and transparently (2) supporting decisions with research, and (3) putting students first. These commitments kept the authors grounded in institutional priorities and created the conditions for success.

Strengthening School’s Management Capacity for Better Education Outcomes in Eswatini: Calling for a Paradigm Shift

This paper provides a critical analysis of the various competencies necessary for the development and training of effective principals in the light of the current school administrative and management practice in Eswatini. In order to provide a cadre of effective school administrators, it is important that administrators get equipped with a range of the essential administrative and management skills. The Eswatini education school system allows for ascendency into management and administrative positions without the requisite knowledge and experience. Promoted officers invariably tend to get presented with the learning-on-the-job kind of experiential management engagement. Yet the Principals and their Deputies are disproportionately critical in the facilitation and implementation of the current education reform processes. Furthermore, there seems to be rare if at all any occasions where they are assisted to deal with the “culture shock” in their new roles as Managers of schools —they are left to swim or sink on their own. This paper presents findings drawn from observations, experiential practice and interaction with some principals in the Manzini Region. It further suggests pathways for addressing the critical administrative and management gaps in the school education system. These include constructive utilization of pre-deployment capacity building forums, on the job training, supportive supervision, monitoring and evaluation for optimal educational outcomes. Keywords: Principals, Management, Administration, Development, Supportive Supervision, Monitoring, Evaluation & Educational Outcomes.

Retracted] Music Online Education Reform and Wireless Network Optimization Using Artificial Intelligence Piano Teaching

The purpose is to realize the intelligent reform of piano online teaching and the intelligent optimization of wireless networks. Empirical research is realized with quantitative research and algorithm simulation as the starting point. First, regression fitting algorithm and Relief F weight algorithm are adopted to extract the effectiveness of each characteristic variable. Next, under the guidance of metric learning theory, K‐Nearest Neighbors (KNN) in Projected Feature Space (P‐KNN) algorithm is proposed to complete the hierarchical recognition of piano teaching influence features. Metric Learning With Support Vector Machine (ML‐SVM) classification algorithm is employed to identify the feature performance affecting piano teaching. Finally, the performance of P‐KNN algorithm and ML‐SVM algorithm is compared with KNN algorithm and Information‐Theoretic‐Metric‐Learning (ITML) algorithm. It is concluded that the recognition accuracies of P‐KNN and ML‐SVM are 82.78% and 83.97%, respectively. Based on the quantitative research on the characteristics affecting piano teaching, artificial intelligence and wireless network optimization are combined to explore the implementation path of intelligent technology in piano teaching reform, reflect the use value of modern science and technology in piano teaching, and innovate the process of music online education reform of piano teaching.

Среднее специальное педагогическое образование в Коми АССРв середине 1950-х – начале 1960-х гг. (к вопросу о результативности реформы образования Н.С. Хрущева в СССР)

The paper considers the influence of the process of education reform in the USSR on the system of secondary special pedagogical education, using the example of the Komi ASSR. The evolution of this system in the mid-1950s - early 1960s is revealed. The dynamics of the number of teacher training colleges, the number of students and graduates clearly demonstrate the results and consequences of the education reform for the system under study. The paper shows that, despite the negative impact of the reform on the system of secondary special pedagogical education, the Komi ASSR still managed to train a significant number of teaching staff for primary schools and kindergartens. According to the results of the reform, it is clear that in the considered sphere of secondary special pedagogical education, it did not bring the desired results, and the changes introduced during the reform were mostly canceled.

Editorial - Curriculum Reform in Jamaica: Case Studies of Teachers’ Experiences with the National Standards Curriculum

Since its independence in 1962, Jamaica has been involved in an ongoing process of education reform to address inequities in its education system, respond to changing needs, and provide the best education for its populace. Achieving quality, access, and equity in the education system have been key principles underlying these reforms. Since the adoption of the 2030 Agenda for Sustainable Development by the global community in 2015, Sustainable Development Goal Four, which seeks to “Ensure inclusive and quality education for all and promote lifelong learning,” has been the foundation driving these reforms.

ЗАКОНОДАВСТВО ТА НОРМАТИВНО-ПРАВОВА БАЗА ЩОДО ФОРМУВАННЯ ГАЛУЗЕВОЇ РАМКИ КВАЛІФІКАЦІЙ У ГАЛУЗІ ЗНАНЬ “ВОЄННІ НАУКИ, НАЦІОНАЛЬНА БЕЗПЕКА, БЕЗПЕКА ДЕРЖАВНОГО КОРДОНУ”: СТАН, ПРОБЛЕМИ, ПЕРСПЕКТИВИ

Introduction. Justification of concepts of professional standards development of personnel training within military education system of the Armed Forces of Ukraine based on the National frame of qualifications and NATO nations experience.Purpose. Defining the solutions of problems of development of military education system in Ukraine based on the analysis of regulations and its standardization regulatory support.Methods. The system of general scientific and special methods of theoretical and empirical research (analysis of scientific literature, systematization and generalization of materials, logic and comparative, and content analysis) was used in order to realize the article purpose. Results. We have considered the present, problems, and prospects of development f national law and standardization regulatory support of military education in Ukraine. We have demonstrated the key solutions of development and implementation of branch frame of qualifications in “Military sciences, national security, and security of state border” based on the implemented National frame of qualifications. The attention was focused on the necessity of development of competence-based approach in practical realization of legislative norms regulating the development of military education in Ukraine by ensuring its professionalization based on standardized procedures.Originality. Today, one of the most important issues of scientific knowledge and practical realization of the modern principles of development of military education system is justification of concepts of development of professional standards of personnel training in military education system of the Armed Forces of Ukraine based on the National frame of qualifications and NATO nations experience. These issues should be resolved in relation with the national education law and regulations of development of the whole education system and military education. Meanwhile, there are a lot of problems in this sphere related to both long military education reform process in Ukraine and necessity to adapt the national law to NATO norms and standards considering the expertise of highly experienced officers and military specialists training. Conclusion. Further development of law and regulatory support of military education process standardization in Ukraine requires agreement of basic concepts of development and implementation of such program documents as the National frame of qualifications, branch frame of qualifications, Classifier of professions, etc. These issues require additional research.

The ‘spirit of the times’: Fast policy for educational reform in Finland

This article examines the nature of neoliberal influences upon educational policy making in the Finnish education system in recent times. The article draws upon key policy documents, government reports, journal articles and media articles about reforms in the early childhood, basic/compulsory school and vocational education and training sectors to evidence these processes. Analytically, these reforms are understood as instances of what has been referred to as ‘fast policy’. Methodologically, we draw upon principles of zeitgeist analysis to reveal the features and effects of these fast policy influences as they relate to educational provision in Finland. These features and effects include intensification and fragmentation of educational reform processes, increased individualisation and decontextualization of the educational reform agenda, and a trend towards increased instability, privatisation and reduction in funding for educational provision. The article foregrounds the features and effects as reflective of the ‘spirit of the times’ in which such reforms are undertaken, and cautions against these fast policy effects for the problematic consequences they appear to be having upon policy making processes, educational outcomes in Finland and the ‘spirits’ of Finnish educators.