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Implementing Educational Reform Cases and Challenges.

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A collection and analysis of eight education reform case studies, capturing successes, failures and choices faced in implementation.

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Bibliographic Details
Online Access: Full Text (via ProQuest)
Main Author: McLaughlin, Colleen
Other Authors: Ruby, Alan
Format: eBook
Language:English
Published: Cambridge : Cambridge University Press, 2021.
Series:Cambridge Education Research Ser.
Subjects:
Curriculum change > Case studies.
Educational change > Case studies.
Curriculum change.
Educational change.
Case studies.
Table of Contents:
  • Cover
  • Half-title
  • Title page
  • Copyright information
  • Contents
  • List of Figures and Tables
  • Figures
  • Tables
  • List of Contributors
  • Preface
  • Reference
  • 1 Why Focus on Implementation in Education Reform?
  • 1.1 Current International Educational Context
  • 1.2 Aims of the Text
  • 1.3 Why Focus on Implementation?
  • References
  • 2 Promoting Equity in Education through System Change: Lessons from the United Kingdom
  • 2.1 A Global Challenge
  • 2.2 The London Challenge
  • 2.3 The Greater Manchester Challenge
  • 2.4 A National Initiative in Wales
  • 2.5 Drawing Lessons.
  • 2.6 Barriers to Implementation
  • 2.6.1 Social Factors
  • 2.6.2 Political Factors
  • 2.6.3 Cultural Factors
  • 2.7 What Works?
  • 2.8 Final Thoughts
  • Acknowledgements
  • References
  • 3 A Decade of Reform in Hong Kong
  • 3.1 Introduction
  • 3.2 Policy Context and Structural Change
  • 3.3 Changes in Curriculum and Assessment
  • 3.3.1 Basic Education (Primary 1 to Secondary 3)
  • 3.3.2 New Senior Secondary (Secondary 4 to 6)
  • 3.4 Curriculum Guides
  • 3.5 The Hong Kong Diploma of Secondary Education (HKDSE)
  • 3.5.1 Category A, Senior Secondary (SS) Subjects, Including the Four Core Subjects and the Twenty Elective Subjects
  • 3.5.2 Category B, Applied Learning (ApL) Subjects
  • 3.5.3 Category C, Other Language Subjects
  • 3.6 University Admission Requirements and Recognition
  • 3.7 Take-up and Performance
  • 3.8 Impact of Senior Secondary Education on Students and Student Outcomes More Generally
  • 3.9 Further Studies and Employment
  • 3.10 Stress: An Unintended Consequence?
  • 3.11 Implementation of the Curriculum Model
  • 3.12 Matters to Consider in Systemic Reform
  • 3.13 Postscript.
  • 3.13.1 Post postscript
  • References
  • 4 Reforming a Whole School System: The Case of Kazakhstan
  • 4.1 Introduction
  • 4.2 The Reform Context
  • 4.2.1 The Geography, People and Politics of Kazakhstan
  • 4.2.2 Drivers of Change and the Big Plan
  • 4.2.3 Initial Changes
  • From 1991 to 2011
  • 4.2.4 Economic Prosperity and Structural Change
  • From 2011 to 2020
  • 4.3 Reform Strategy
  • 4.3.1 Timelines
  • 4.3.2 What Was the Renewed Content of Education?
  • 4.4 Stakeholder Responses: Perceptions of Participants
  • 4.4.1 General Attitudes to Reform
  • 4.4.2 Curriculum and Pedagogy.
  • 4.4.3 The Trilingual Policy and English as a Medium of Instruction
  • 4.4.4 Assessment
  • 4.4.5 Teacher Development
  • 4.4.6 Equity and Inclusion
  • 4.4.7 Systemic Issues
  • 4.4.8 Ways of Working
  • 4.4.9 Regional and Governance Issues
  • 4.5 Challenges
  • 4.5.1 Continuity and Coherence
  • 4.5.1.1 A New Emphasis on Leadership
  • 4.5.1.2 Teacher Capacity and Skill Shortages in Some Subjects
  • 4.6 Lessons Learned and Further Considerations
  • 4.7 Conclusion
  • References
  • 5 The Challenges and Opportunities of Greater Autonomy for Post-Soviet Universities: An Illustration from Kazakhstan.

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