Trend Of Education Reform Research Articles

A Brief Discussion on the Problems and Reform Suggestions of Physics Experiment Teaching in Colleges and Universities

With the cooperation of physics experiment teaching and theoretical teaching, colleges and universities put forward three dimensions of experiment teaching objectives, that is, optimize the experiment content and experiment equipment, attach importance to the quality control of the whole process of experiment teaching and establish a diversified experiment teaching evaluation model, and determine the teaching objectives of physics experiment courses. Under the trend of education reform, the physics experiment teaching in colleges and universities is constantly innovating, developing comprehensive experiments and designed experiments, improving experimental equipment, and optimizing the test work of experimental courses. This paper discusses the work of physics experiment teaching in colleges and universities, analyzes the focus of the reform of physics experiment teaching, and probes into the specific strategies of the reform, hoping to provide strong support for promoting the reform of physics experiment teaching in colleges and universities.

Analysis of translation teaching skills in colleges and universities based on deep learning

With the progress of the times and the improvement of science and technique, network message technique has occupied a vital position in people's lives. At the same time, society has been implementing university English education reform in recent years, and the “internet plus” wisdom education model is the product of the improvement of the times. This new education model has gradually integrated into the education of various subjects. Introducing the concept of message technique and wisdom education into university translation education can innovate education mode, optimize education content, and integrate high-quality education resources. Cultivating applied translators has become the trend of educational reform. Based on deep learning, this paper studies translation education skills in universities. In-depth education enables learners to acquire systematic knowledge, critical spirit, creative thinking, etc. This kind of learning fully taps individual potential to cultivate a complete personality. According to the research in this paper, wisdom education is 12% better than traditional education, and it is suitable to be widely put into practice.

Research on the Personnel System Reform of College Teachers in China during the Digital Transformation of Education

Purpose - Deeply implementing the Digital transformation of education is the trend of educational reform and development in the world, and it is also an urgent requirement for China to build a high-quality education system. Based on the current situation of personnel system reform in China’s colleges and universities during the Digital transformation of education, this paper explores the reform of the personnel system in colleges and universities and puts forward reform strategies.
 Design/Methodology/Approach - Based on human resource management theory, this paper studies the problems existing in the reform of personnel systems in colleges and universities during the Digital transformation period, including three problems: imperfect top-level design and lack of digital strategic planning; The degree of data governance is low, and the integration of digital technology and system is not close; The awareness of Digital transformation is weak and digital literacy is lacking. Therefore, we propose reform strategies.
 Findings - This article investigates the optimization of top-level design and deep integration of digital technology and personnel systems. Proposes reform strategies for job appointment, assessment and evaluation, and salary incentive systems. Strengthen the awareness of transformation; Promote innovative reform of the university personnel system.
 Research Implications - This study is of great significance to the personnel system reform of Chinese universities in the Digital transformation of education. Also, it provides a reference for other scholars’ follow-up research.

Methodological aspects of revealing the metacognitive potential of a teacher in the context of the development of his health-preserving competence

The article presents the results of a study aimed at improving the methodology and techniques for developing metacognitive strategies in postgraduate education as important aspects of health competence of physical education teachers. The concept of “Logos of health-preserving competence of a physical education teacher” has been developed. The logo of health-preserving competence of a physical education teacher is presented as a developed and professionally oriented metacognitive sphere of a teacher for the effective implementation of student health. An important component of the logo is the development of reflexive, self-reflexive, prognostic, goal-setting intellectual skills and stereotypes. The Logos of Physical Education Teacher’s Competence Logos includes the Logos-Narrative constitutive competence. The “Logos Narrative” reveals the main ideas, values, algorithms, interpretations, visions, the purpose of the strategy of professional health care. To study “Methods of integrative use of metacognitive and archetypal phenomena to improve the health competence of physical education teachers”, two questionnaires were used to study the meta-cognitive strategies of physical education teachers. All issues had an axiological dimension and are doctrinal and institutional. The issues highlight the role of humanism and charity as determinants of the relevant modern Ukrainian Eurocentric trends in education reform. Wilcoxon’s T-test was used to process the test results. The positive dynamics of learning outcomes aimed at updating the goals of cognitive strategies is determined.

The Development Status and Future Trend of China’s International Basic Education Industry——Interview With Qi Shu, an International Basic Education Expert

With the development of economic globalization, information technology, and world integration, the internationalization of education has become an important trend in education reform and development. Since the 1990s, China has conducted pioneering explorations of international basic education and gradually upgraded it to a national strategy. Under the background of promoting the “Belt and Road” initiative, primary and secondary schools need to explore and develop in diverse ways to promote international basic education, such as building an international basic education core literacy target system, optimizing the international basic education content system, cultivating leaders with international horizon, strengthening the construction of humanities exchange mechanism, and establishing international basic education academic organizations to promote people-to-people bonds and cultural understanding. In this context, what is the status quo of the development of China’s international basic education industry? What kind of development will there be in the future? Based on this, the reporter interviewed Qi Shu, a well-known international basic education expert in China, asking her to analyze the development status of China’s international basic education industry and give her own insights on the future development trend of the industry.

高等学校における教育改革の動向:―生徒の学びはどう変わり，大学はどう受け止めるのか―

高等学校における教育改革の動向:―生徒の学びはどう変わり，大学はどう受け止めるのか―

ОЦІНЮВАННЯ ЕФЕКТИВНОСТІ ВПРОВАДЖЕННЯ В ПРАКТИКУ ОСВІТИ КОНЦЕПТУАЛЬНИХ ЗАСАД НУШ ЗА РЕЗУЛЬТАТАМИ ОПИТУВАННЯ БАТЬКІВ УЧНІВ 1 КЛАСІВ 2018/2019 н. р.

The article presents an analysis of the survey results of the students’ parents of studying on the conceptual basis of the New Ukrainian School. The survey of respondents was conducted as part of a Nationwide study of the implementation of the NUS Concept in general secondary education institutions through questionnaires, the results were processed and visualized using graphs and charts. The survey of parents of students focused mainly on the pedagogy of partnership, on what the student feels during lessons, whether he likes to go to school, what are the relationships with classmates and the teacher, and so on. The results of the research also showed what skills and abilities the student acquired after the end of the 1st grade and how the communication between parents and teachers took place during the school year. This study was conducted for the first time, so the collected statistical information will serve as a starting point for further monitoring studies on the introduction of the conceptual foundations of the New Ukrainian School in educational practice. Similar studies are planned to be conducted in the future, in particular to identify trends in educational reform. Among the main results of the survey should be noted the generally positive attitude of parents to the reform of NUS and its support. This is supported by the fact that most parents of students note the positive educational results of their children, the creation of a positive psychological microclimate within the educational teams, which contributes to student satisfaction with learning. Based on the analysis, it was found that there is no significant difference in the number of parents satisfied with the results of their children’s education, in terms of “village/city”. The conducted correlation analysis showed that the level of parents’ satisfaction with the results of students’ education does not depend on the degree of their awareness in the NUS reform. Also, according to the results of the research, no connection was found between the awareness of parents of students in the NUS reform and trust in the school/teacher; interaction of parents with the teacher on the child’s success and parents’ satisfaction with learning outcomes; parental responsibility for the child’s development and student learning outcomes.

СУЧАСНІ ТЕНДЕНЦІЇ РЕФОРМУВАННЯ СИСТЕМИ ОСВІТИ НОРВЕГІЇ

СУЧАСНІ ТЕНДЕНЦІЇ РЕФОРМУВАННЯ СИСТЕМИ ОСВІТИ НОРВЕГІЇ

Research on the Deep Integration Trend of Artificial Intelligence and Education

Education is advancing into an intelligent era. The integration of artificial intelligence and education has become the trend of education reform. By discussing the background and application difficulties of artificial intelligence in education, this paper analyzes the relationship between the two, proposes a path of educational artificial intelligence development which may exert its potential in innovation. The paper also investigates the security and ethics of intelligent technology, in order to promote human-technology relationship and to boost the all-round development of education.

Countering Expert Uncertainty: Rhetorical Strategies from the Case of Value-Added Modeling in Teacher Evaluation

This study investigates how uncertainty works in science policy debates by considering an unusual case: one in which uncertainty-based arguments for delay come from the scientific community, rather than industry actors. The case I present is the central use of value-added modeling (VAM) in the evaluation of individual teachers, a controversial trend in education reform. In order to understand how policy actors might counter inconvenient statements of uncertainty from experts, I analyze speeches from Education Secretary Arne Duncan, a committed and influential advocate of VAM. I identify a three-part rhetorical tactic, the “Overcaution Allegation,” and describe its persuasive potential to legitimize policies that elicit caution from the scientific community because they are built on uncertain science.

Research on reform of epidemiology teaching

Epidemiology is a traditional subject mainly based on principles and concepts, and its teaching method needs further improving to meet the requirement of the new trend of education reform. Lecture-based teaching, problem-based teaching, case-based teaching, and internet based teaching, such as flip class, massive open online course and micro-lecture, all have its own unique merits in the practice of epidemiology teaching. So the combination of traditional teaching and online teaching is the most promising mode. "Rain class" , a mixed mode, is an efficient tool to present the epidemiology case more actually in class. Thus, teaching design and application of "rain class" are worth research.

From Corporation to Community: Culturally Relevant Pedagogy in an Urban Laboratory for School Reform

Background/Context Memphis has, in many ways, become “ground zero” for neoliberal—or corporate—reform efforts, including a statewide turnaround school district, proliferation of charter schools, and value-added teacher evaluation measures. Along with these reforms come models of schooling that undermine the concept of the “community school,” leading to different conceptions of schools, teachers, and students. In this reform context, it is challenging to implement culturally relevant pedagogy (CRP) in a way that is true to its three pillars: academic achievement, cultural competence, and sociopolitical consciousness. The challenges that those who desire to implement CRP face can be categorized as either conceptual—representing a lack of understanding of CRP's conceptual underpinnings—or systemic—representing institutional barriers that impede the integration of CRP. Purpose/Objective The purpose of this analytic essay is to outline particular challenges to CRP in a hyper-reform context and to propose a framework describing changes that must take place in the process of implementing CRP. Setting The authors use Memphis as a model of hyper-reform and the backdrop for discussions of how CRP can be implemented in such a setting. Research Design This paper is an analytic essay. Conclusions/Recommendations We propose that effectively implementing CRP in a reform context is a process that requires a shift from a methodology of individualism to a methodology of collectivism. We align corporate reform with an individualist approach, while CRP, we argue, takes a more collectivist stance. The shift from individualism to collectivism also signals a shift in our conceptions of students, from trainees to successful citizens; teachers, from engineers to artists and activists; and schools, from corporations to community. A quick tour of the school reveals nothing out of the ordinary: classrooms, desks, cafeteria tables, bulletin boards, posters with announcements, etc. But a closer look exposes several clues to the influence of local and national trends in educational reform. First, it is a charter school, a fact attested to by the student uniforms ¾ plaid skirts and button-down shirts for girls, and khaki pants with shirt and tie for boys. Also, an observer would notice that each teacher's door is decorated with the name and paraphernalia of her or his college alma mater. The local public university is heavily represented on these doors, along with a small number of other local or regional universities. However, sprinkled throughout the school are decorations reflecting the universities of the Teach for America corps members who are part of the school's faculty: Syracuse, Valparaiso, Florida, Washington University, etc. In addition, a quick look inside each classroom reveals “data walls,” places to track student achievement over the course of the semester and school year. Similarly, an announcement on the television screen in the cafeteria announces the school's distinction as a “reward school,” meaning that the school's gains on the standardized achievement tests were among the highest in the state. In the same cafeteria is a bulletin board featuring examples of “nonverbal classroom cues,” “snapping,” and “tracking with your eyes.” The title of the bulletin board is, “What's the word on culture?”

Repositioning School Based Teacher Management in Kenya: Global Practices and Approaches

Teacher resource is major in influencing the quantity and quality of teaching and learning in an educational institution. To achieve educational goals, effective management of this resource is vital. There is therefore need to move from emphasis on centralized teacher management to school level management of teachers. School based management of teachers is one of the most significant trend in education reform geared towards facilitating effective decision making, improving internal processes and utilizing resources in teaching and learning to meet school goals. Various practices to this effect have been expounded in this paper to include: competitive reward, rigorous recruitment and selection, induction and support for new teachers, continuous learning and development, teacher evaluation, teacher motivation, self- managed teams, reduction of status differentials by ensuring equity and fairness and also ensuring employee involvement communication to give employees a say in decision making.

Global social issues in the curriculum: perspectives of school principals

In this article, we discuss principals’ perspectives on the priority given to the place in the curriculum of and the supporting practices related to health and sustainability education in schools in Denmark (for pupils aged 6–16). The study is situated within the discourses about critical health and sustainability education and treats the two issues as societal challenges that are important to address in schools as educational examples. We draw on the literature on school leadership challenges linked to global neoliberal trends in educational reform. The context of the study is the ongoing school reform in Denmark. The data were generated through an online survey of principals in Denmark (n = 118). The findings show that although the principals view school as an important arena for health and sustainability education, their actual support for such education lags behind. Health education is prioritized somewhat more than sustainability education; however, both are characterized by insufficient attention to teachers’ professional development and the low prioritization of collaboration within the school and between the school and community actors. Acknowledging the contradicting demands that principals face in the context of the reform, we argue for reconnecting the concept of leadership with the wider purposes of schooling and for providing space for an emergent, whole-school curriculum that addresses health and sustainability.

General Music and the Common Core

The Common Core Standards and the wide-spread state adoption have implications for music teachers. Alignment with English language arts Common Core Standards is discussed, with examples provided for elementary general music experiences. The author notes the challenge of retaining focus on the music domain while meeting the expectations of the latest trend in education reform—college and career readiness.

Educational Innovation and Curriculum Reform in Mexico

In the implementation of curriculum reform reaching across the Mexican educational system, the term innovation has been the key factor associated with the design and implementation of new curriculum models and the implementation of alternative teaching methods. The claimed innovation is intended to meet the demands facing Mexican education to a complex and increasingly globalized society. However, the incorporation of certain innovative models (curricular flexibility, competency-based education, learner-centered curriculum, incorporating ICT in education, among others) comes not only from the apparent need for change and quality improvement educational, but is based on a series of international trends in education reform. The most recent reforms have been driven by policies emanating from national and international organizations not only in the education sector, but the economic and business environment, with a clear dependence on the proposals to evaluation linked to education funding. Recent studies found that innovation is not encouraged and that systemic changes involved in education, teachers and students, have experienced significant tensions in the process of appropriation of curricular innovations.

School-based management: stakeholder participation and the impact of stakeholder values

One of the current international trends in educational reform is the devolution of decision-making powers from central government to school level. This trend is related to a move towards institutional autonomy, the so-called site-based (i.e. school-based) management of institutions, which refers to the issue of self-management of the institution. School-based management is no longer an option but, rather, a reality in South African education. Legislation and policy documents all point South Africa firmly towards a school-based system of education management. The new policy framework for decentralised decision-making is also embedded in the South African Schools Act 84 of 1996. This enables each school in South Africa to renew its management in a responsible and effective way. In spite of its widespread implementation, school-based management has locally received only moderate attention in terms of stakeholder participation and the impact of stakeholder values on the school-based management process. In response to this, this article is an attempt to incorporate a strategy to conceptualise stakeholder participation in school-based management and assess the impact of stakeholder values on the school-based management process. This philosophical review of the literature on school-based management also aims at raising and answering some of the questions about stakeholder participation and stakeholder values in school-based management in South Africa, where educational reform is the norm rather than the exception.

Reform of Teacher Education: An Opportunity for Geographers

Abstract This paper focuses on the context and major efforts designed to reform teacher education in the nation's universities. An overview of systems governing and impacting teacher education is provided, with focus on the issues and conflicting forces that form the context within which teacher education-and geography education—find themselves. The paper concludes with a discussion of general trends in education reform and renewal and leadership opportunities open to geographers.

Against "Values": Reflections on Moral Language and Moral Education

It is increasingly popular to ask educational institutions to do something about values. It is also becoming possible to take substantive moral positions in schools. We have become increasingly concerned about the morals of our children. Much of the discussion of values is incoherent. Many educators contribute to the public babble about ethics because of how they talk about moral questions; they have acquired a dysfunctional and obfuscating vocabulary ("values speak") for describing ethical phenomena and ethical issues. Assertions about values are distinct from assertions about character. The question of how to form democratic character is a crucial question that society has almost stopped asking. We do occasionally put the question as one about democratic values. While "values speak" seems initially liberating, nevertheless, it easily contributes to an authoritarian outlook. Four pieces of advice to educators are offered: 1) do not let "values speak" make you deaf to the nuances of the complex moral vocabularies; 2) learn to think of a liberal arts education as part of professional training; 3) an essential moral practice is dialogue; 4) support those trends in educational reform that increase opportunities for conscientious moral dialogue among members of school communities.