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1.
The effectiveness of multigrade schools in Colombia   总被引：1，自引：0，他引：1  
This paper evaluates the effectiveness of the Colombian New School (Escuela Nueva) program in raising student achievement in Spanish and mathematics. Typical program strategies include multigrade instruction, flexible student promotion, and community involvement. The paper finds that New Schools are better endowed with inputs like textbooks and place greater emphasis on active learning than traditional rural schools. Nevertheless, many New Schools have not implemented all the reforms. New Schools are found to have positive and statistically significant effects on Spanish and mathematics achievement in third grade and Spanish in fifth grade. Findings replicate previous evaluations.  相似文献   

2.
This article explores the history and politics of rural school reform in Colombia, focusing on the Escuela Nueva programme. In particular, it assesses the motivations of the Colombian State in promoting a comprehensive reform of its rural schools. We argue that Colombia's unique political context was, in large part, responsible for its novel approach to school reform. As the political context shifted, however, so to did the State's posture to rural schooling. We track the Escuela Nueva programme through three phases (grassroots, formalized and decoupled) to demonstrate how social actors, their interests at a specific point in time, and the distribution of power among them, are crucial elements for understanding the motivation and outcomes of social policy making. In other words, this research portrays education reform as a dynamic process that is continuously shaped and reshaped as political actors and institutions compete for influence and scarce resources in a variable social arena.  相似文献   

3.
Studies suggest that multigrade schools, i.e. those with classes that are mixed in age and ability, can be a cost-effective means of raising student achievement and expanding access to education in poor countries. Development institutions often recommend them for countries struggling to raise educational quality and coverage in rural areas. However, the literature advocating the adoption of multigrade schools avoids discussing the potential difficulties in implementing the system. This paper analyses the conditons under which implementation might be successful, focusing on the oft-cited case of the Colombian Escuela Nuela programme. The authors conclude that capacity-building through in-service training is an important determinant of the way teachers approach their task. However, a great deal of variance in teacher practices is left unexplained. The article suggests that teacher will (that is, motivation and commitment) might explain much of the remaining variation in the adoption of the new pedagogies. The authors explore several conditions under which teacher will could be lacking.  相似文献   

4.
Studies suggest that multigrade schools, i.e. those with classes that are mixed in age and ability, can be a cost-effective means of raising student achievement and expanding access to education in poor countries. Development institutions often recommend them for countries struggling to raise educational quality and coverage in rural areas. However, the literature advocating the adoption of multigrade schools avoids discussing the potential difficulties in implementing the system. This paper analyses the conditons under which implementation might be successful, focusing on the oft-cited case of the Colombian Escuela Nuela programme. The authors conclude that capacity-building through in-service training is an important determinant of the way teachers approach their task. However, a great deal of variance in teacher practices is left unexplained. The article suggests that teacher will (that is, motivation and commitment) might explain much of the remaining variation in the adoption of the new pedagogies. The authors explore several conditions under which teacher will could be lacking.  相似文献   

5.
This qualitative case study examines the implementation of Escuela Nueva, a rural multigrade schooling model, in Vietnam from the perspectives and experiences of local teachers and school administrators. Escuela Nueva first emerged in Colombia in the 1970s as a scalable low-cost educational innovation model that can be disseminated to other under-resourced regions around the world. Indeed, to date, the model has travelled to fourteen countries around the world, impacting the lives of over five million children. On the surface, the implementation of Vietnam Escuela Nueva (VNEN) appears to be a close reproduction of the original model. However, some aspects of VNEN in practice in fact directly contradict the principles and philosophies of the original model. Rather than encouraging more teacher autonomy, child-centered pedagogies, and local adaptation, the implementation of VNEN has reproduced the rigidity, conformity and textbook dependency that have been core features of the traditional Vietnamese education system. This points to the difficulties that can arise when attempts at scaling up educational change across borders come into conflict with local systems of reasoning, which impede the achievement of the intended outcomes.  相似文献   

6.
ABSTRACT

As student voice has become popularised as a school reform strategy, it has been critiqued as another instrumental strategy that schools may use to govern students’ speech, bodies and subjectivities. What necessitates further analysis is the relation between student voice and regulatory modes of governance entwined with geopolitical attention to security in and beyond disciplinary institutions. In this article, ethnographic accounts from students at a comprehensive coeducational public secondary school where student voice was adopted as a school reform strategy are read with and through a policy context concerned with security (in particular, the Australian Government’s Schools Security Programme and the Living Safe Together policy strategy), and Foucault’s problematisations of ‘security’ in lectures published in Security, Territory, Population. It is argued that student voice is entwined with contemporary security policies and practices; securing the material borders of the school is inextricable from limits placed on the discursive articulation of feeling in and beyond school gates.  相似文献   

7.
New public management (NPM) reforms have typically undermined teachers’ autonomy, values, and status in society. This article questions whether such reforms automatically have these outcomes or whether and how possibilities for local adjustment of such reforms may prevent negative outcomes. Drawing on empirical case studies from two Danish municipal schools and the concept of organisational social capital, we investigate how two reform initiatives – ‘student plan-based school–home collaboration’ and ‘teamwork’ – were locally adjusted into collaborative practices. The analysis demonstrates surprising local adjustments of the reform initiatives, while also revealing some ambiguities. The results demonstrate that some reform initiatives can lead to new collaborative leadership and management practices in schools that solve the central school leadership and management tasks of coordination and planning. This indicates that collaborative leadership and management practices may emerge from NPM reforms, and that such practices can prevent negative outcomes of such reforms.  相似文献   

8.
This paper examines the implementation of Singapore’s landmark policy, ‘Thinking Schools, learning Nation’ (TSLN), in developing ‘thinking students’ through the prism of student voice. In the context of twenty-first century education and the growing importance of student voice in education, this paper argues that the time might be right to ‘disrupt’ Singapore’s education status quo and incorporate meaningful student voice in education policies. Instead of perceiving students as mere subjects of educational policy enactment, and seeing policy as something that is done to them, it should be reconceptualised as something which is done with them; importantly, students should be recast as key co-agents of educational change, consistent with TSLN’s reconceptualization of learners as ‘thinking students’. Basing its arguments on findings from a qualitative case study of students’ perceptions and schooling experiences of critical thinking in TSLN, this paper considers the case for the inclusion of significant student voice in Singapore’s educational policy reforms. It fills gaps in research on student voices in Singapore’s educational reforms and TSLN’s research from students’ perspective. The paper suggests that the inclusion of student voice in educational reform might be the next landmark step in ‘disrupting’ its educational landscape after the ‘big bang’ of TSLN.  相似文献   

9.
ABSTRACT

In a radical school choice reform in 1992, Sweden’s education system was opened to private competition from independent for-profit and non-profit schools funded by vouchers. Competition was expected to produce higher-quality education at lower cost, in both independent and public schools. This two-pronged study first examines to what extent the consequences of this reform deviate from the predicted results. It demonstrates increasing discrepancies between absolute test results and grades, suggesting grade inflation. Secondly, the study investigates whether the school choice reform was institutionally secured against school competition based on phenomena that are unrelated with educational quality, such as grading. It reveals that the architects of the school choice reform overemphasized the potential positive implications of market reforms and, therefore, did not deem it necessary to establish appropriate rules and institutions for school competition. Instead, grading and curriculum reforms had unintended consequences such as grade inflation and similar forms of school competition in dimensions other than school quality. The analysis of how the objective of raising the quality in Sweden’s schools through competition and choice was inadvertently undermined contains practical lessons for policymakers with regard to the use of privatization and co-production both in schools and in other fields.  相似文献   

10.
This paper presents estimates of production functions of reading and mathematics test scores to assess the effects of supply-side interventions, such as the provision of a community-based school management programme, bilingual education and multigrade teaching, on student learning in Guatemala. The efficiency and consistency of the estimates is improved by using seemingly unrelated regressions to account for potential correlation between test scores. Results indicate that the community-based management programme, bilingual schools and traditional schools produce comparable learning of first-graders. However, in the case of third-graders the community-based school management programme and bilingual schools produce less learning than traditional schools. The learning of both first- and third-graders is found to be diminished in the multigrade teaching approach.  相似文献   

11.
Like the African proverb, ‘It takes a village to raise a child’, many educational researchers charge that it takes a comprehensive school reform to raise student achievement. With the passing of the No Child Left Behind legislation in 2002, national officials authorized the Comprehensive School Reform program to support low performing schools as they struggled to improve student achievement. As a result of this national effort, an increase in implementation of comprehensive school reforms is occurring in schools serving predominantly diverse student populations in urban areas. Therefore, this article explores the framework of comprehensive school reforms and challenges stakeholders to do their homework by investigating whether the school reform allows for the implementation of culturally responsive educational experiences for students.  相似文献   

12.
ABSTRACT

In this article, we analyse the implementation and change of a specific school reform in Germany using the example of external school evaluation in Lower Saxony: the school inspection. We investigate how and why a newly implemented reform is itself subject to reform shortly afterwards. We begin with a historical background of German school reforms over the last 40 years. Then, we consider school reforms through the lens of organisational theory. Finally, we combine the historical and theoretical perspectives on school reforms placing particular emphasis on more recent developments in external school evaluation. Based on these considerations, we elaborate some theses on reform and routine in schools.  相似文献   

13.
ABSTRACT

This project incorporated live broadcasts of teaching from small, multi‐graded, rural schools into university lecture halls where pre‐service teacher education students in the last semester of their programmes were able to observe ‘best practice’ in a learning context that they would eventually be responsible for during their final practicum session. Interactive observation sessions were immediately followed with opportunities for students to discuss various aspects of planning, classroom organisation and teaching strategies appropriate to multi‐graded contexts with the remote classroom teacher. These ‘reverse distance education’ sessions followed an intensive lecture and tutorial series centring upon topics relevant to teaching in small rural communities. Tutorial activities placed student teachers in small rural school scenarios containing everyday ‘problems’ requiring diagnosis and the generation and analysis of solutions. At the conclusion of scenario discussions, students had networked, collaborated with colleagues and applied current research findings in generating viable solutions and considered school community reactions to these proposed solutions.

The incorporation of interactive video technology with these problem situations consolidated the concept and skill development of student teachers and increased both their real time involvement in their chosen professions, and their access to best practice. This dual focus upon a problem solving approach to teaching immersed the student teacher in situations derived from real school environments, and so encouraged a collegial and open approach to teaching. Extensive evaluations revealed that pre‐service teachers were more thoroughly prepared for rural teaching experiences, displayed competence in effective multigrade teaching skills, and exhibited control during involvement  相似文献   

14.
This paper uses one national case to illustrate how diverse ideological agendas of central state agencies contest the discursive space within which major education policy reforms are developed. In Aotearoa New Zealand in 1988, ‘self‐managed’ schools were promoted ostensibly to allow parents more say in their children’s education and local school administration. The Tomorrow’s Schools reform policy texts included an existing social democratic partnership rhetoric, positioning principals as professional leaders working collaboratively with elected parent boards of trustees. However, the new ideology of ‘parental choice’ of school within a local schooling marketplace, underpinned by a chief executive or market managerial model of principalship, was later operationalised through mechanisms of ‘steerage’ from the centre. To explain this shift, we examine selected policy text pre‐cursors to the reforms and identify how contrasting forms of ‘principal’ and ‘teacher’ identity emerged within social democratic, neo‐liberal and market managerial ideologies. We further show that while radical (Treasury) market liberal arguments for labour market deregulation and consumer choice failed to gain widespread support, the State Services Commission preferred market managerialist strategies for promoting public accountability of schools (based on aggregate student achievement outcome data and centrally determined national educational priorities) were successfully embedded during the 1990s.  相似文献   

15.
The paper studies the educational reforms and expansions (comprehensivization) of Sweden and Norway after 1900 and their effects upon the populations’ general attainment levels and the distributions of attainments according to gender, class, cultural origin and geographical background. The Norwegian developments were much more uneven than the Swedish. It is shown that the great changes in attainment levels and attainment distributions in Norway during the most recent period were caused partly by the lower secondary education reforms around 1970. However, the Norwegian reform of the upper secondary school was largely ineffectual.  相似文献   

16.
This study describes the status of small school reforms in U.S. high schools and contemplates their future. It asks how cultural and instructional reforms differ across school reform types. Analyses focus on indicators of teacher and student culture as well as instructional reforms including project-based learning (PBL) and other inquiry-related practices. Findings are based on data from a national survey completed by 395 high school teachers who were responsible for and had used PBL in core academic subjects. Study participants taught in large, comprehensive high schools; in schools that had converted to small learning communities; and in newly created small school start-ups. Some of these small schools and conversions were based on a reform model, and others were not. Teachers in reform model schools reported the greatest number of cultural and instructional reforms, followed by teachers in other small schools. Reform models were particularly strong on instructional reforms and student culture. In general, start-up teachers reported more success implementing reforms than teachers in conversion schools, and teacher culture was reformed much more often than student culture and instruction. These findings help shed light on how widely practices and conditions have spread throughout the broader small schools movement, and which of these (including extensive PBL use) only seem to flourish in schools that subscribe to a holistic reform model.  相似文献   

17.
This paper surveys the delivery of school education in Chile over the last half-century. It focuses on evidence provided by recent academic studies on the impact of neoliberal education policies introduced by the military regime in the 1980s, and continued by successive democratic governments. It offers insights into recent popular critiques of the neoliberal model, as reported in the Chilean press, and reflected by significant popular support for student protest movements demanding the end of for-profit schools, and the revitalisation of the public school system – encapsulated in the protesters’ catch cry of ¡No lucro! It considers possible consequences of the adoption, as policy, of that catch cry, by the recently elected Bachelet government.  相似文献   

18.
The educational reforms implemented in various Latin America countries at the end of the 60's and early 70's shared a common desire to ruralize rural primary schooling in the search for relevance. Some reforms promoted differentiated content for rural areas while others, notably the Mexican, emphasized the adaptation of standard material to the local context through the use of a progressive methodology of teaching.Questions are raised as to whether the Mexican approach is any the less dualist for adopting standard material and whether it represents a viable strategy for the improvement of the quality of education in rural schools. The progressive model of teaching proposed is seen to be based on a number of assumptions of unproven validity, especially with regards to its ability to promote social and political awareness. In practical terms it is seen to depend for its success on types of teachers and pupils that are largely unknown in rural areas, and on a type of school organization that should precede any such reform of methods.More a philosophy than a practical plan of action, the progressive methodology is unlikely to act as an adequate substitute for more expensive but more determined policies designed to tackle the basic problems of truancy, drop-out and poor pupil performance.  相似文献   

19.
ABSTRACT

We assessed whether the level of time-pressure reported by a school’s teachers is predictive of student bullying perpetration. We combined data from two surveys conducted in 129 schools in 2016: the Stockholm School Survey performed among students in grades 9 and 11 (n?=?10,668), and the Stockholm Teacher Survey carried out among senior level (grades 7–9) and upper secondary school (grades 10–12) teachers (n?=?2259). Multilevel path analyses showed that teachers’ stress and time-pressure increased with declining school leadership functioning. Teachers’ level of time-pressure was, in turn, positively associated with student traditional and cyberbullying behaviour, through its effect on the school staff’s tendency (not) to intervene against bullying, but not through the teachers’ stress level. We conclude that schools with leadership that provides opportunities for the teachers to focus on their main mission can counteract bullying among the students and therefore indirectly also to promote student health.  相似文献   

20.
ABSTRACT

Two major education system reforms were introduced by Israel’s government in collaboration with the teachers’ unions. These reforms redefine principals’ and teachers’ roles, increasing teachers’ work hours, and the scope of their work. School principals absent from the reform negotiations, are expected to apply the reform, although their work conditions were harmed. This research examines how principals cope with those reforms, and why they sometimes apply them in ways that seem to contradict their interests? Semi-structured interviews with 30 school principals, and 10 schoolteachers, indicated that the reforms have encumbered school principals’ complex tasks. They have little time or ability to thoroughly apply the reforms, responding to multiple stakeholders, political pressures, the exam regime, human resource management, etc. They often ignore policy directives, delegating authority to others, refrain from using certain resources provided by the reforms and allow internal forces to lead, while remaining uninvolved. Conclusions are presented.  相似文献   

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