Sentences with phrase «make curriculum reform»

Some of them, she adds, «resolved to go home and make curriculum reform a priority in their own states, saying, «We need to do this.

Not exact matches

The business consultants at Booz Allen Hamilton — Joyce Doria, Horacio Rozanski and Ed Cohen — made their case for curriculum reform and suggested courses in psychology, economics and human behavior.

In the short period of his administration he was able to carry through epoch - making reforms in high school and university curricula.

Reforms to make the school curriculum for 11 to 14 - year - olds more flexible and better tailored to pupils» needs have been published by the exams watchdog today.

The report acknowledged that many mistakes were made in the rollout of the curriculum since 2009 and that reforms are necessary.

The list includes some good news for education reformers, including an examination of how one state is already seeing positive results from its decision to put a high - quality curriculum at the heart of its reform efforts; a look at how the hottest show on Broadway is inspiring a generation of students to explore American history; and a deep dive into the world of higher education with an array of new experiments that are making college degrees more accessible, especially for at - risk students.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

In a new book, An Empty Curriculum: The Need to Reform Teacher Licensing Regulations and Tests, (Rowman and Littlefield: 2015), I make the case, with empirical support wherever possible, that the revision of the licensing system for each stage in a teaching career and the construction of new or more demanding teacher licensure tests contributed significantly to the long - lasting effects of the state's first - class standards.

It's too soon to declare that curriculum has made its way solidly into the ed - reform arsenal, but the evidence is mounting that it's entering.

The OECD also stated that the focus of continuing reforms should be on «developing high - quality teaching profession, making leadership a key driver of education reform, ensuring equity in learning opportunities and student well - being, and moving towards a new assessment, evaluation and accountability that aligns with the new 21st - century curriculum».

The new frameworks are part of an ambitious effort by the state to make curriculum the linchpin of its school - reform efforts.

To promote curriculum reform — and make better use of education dollars — this report provides new insight on how curricula are selected in every state across the country and examines the costs of those curricula.

Russ, for instance, has eloquently written that «leaving curriculum reform off the table or giving it a very small place makes no sense.»

Whereas social scientists have bent themselves out of shape studying the effects of, say, test - based accountability, charter schools, and other «structural» reforms — and have produced some reasonably solid findings about what works for whom under what circumstances — curriculum is relatively little studied and what's learned almost never makes the New York Times (or even Education Week).

Designed for busy, committed middle grades leaders, these focused treatments of timely topics include suggestions for taking action, making them invaluable resources for administrators, team leaders, curriculum developers, and others involved in middle grades reform.

That is not to say that efforts to improve teacher quality, modernize curriculum, infuse technology into the classroom where it makes sense and other reforms should not be pursued.

Changes are on the horizon for the state's public education system, as schools prepare to adopt new curriculum requirements and make significant reforms to teacher evaluations, state Department of Education officials said Wednesday.

A spokeswoman added: «We have made languages a compulsory part of the national curriculum at primary school to lay the foundation for further language study in secondary school and we are pleased the report recognises the wider, positive impacts of this reform.

Four fifths now leave before retirement age and many blame this on working hours — high by international standards — and working conditions that have been made challenging by sweeping reforms to school curricula and an increasingly challenging environment of accountability.

Today, most school board elections get single - digit turnouts, even in multi-million dollar races, making them especially vulnerable to the wrong interests: tax hawks opposed to spending, unionists seeking influence on both sides of the bargaining table, extremists who want to pervert curriculum, racists bent on perpetuating segregation, or reform zealots who seek to disrupt the status quo regardless of results or consequences.

Standards - based reform as articulated by the AFT is an ordered process that includes well - developed standards and a curriculum to support their implementation; professional development for teachers; new assessments aligned to the standards; and fair incentives and sufficient resources to help students make the grade.

It will take stronger reform efforts, especially in overhauling the recruiting, training, and evaluation of teachers, along with revamping curricula and standards, to make this goal a reality.

The program, one of the urban reform initiatives funded through the Annenberg Challenge, included standards - driven curriculum and assessment, a performance accountability system, decentralization of decision - making, and professional development aimed at strengthening leadership and improving classroom practice.

In the early 1990s, in an effort to promote standards - based reform through Goals 2000, the U.S. Department of Education made competitive awards available to states to develop curriculum frameworks in the core subject areas.