Sentences with phrase «of curricular reform»

Not exact matches

Dr. Brent Iverson has been dean of the University of Texas at Austin School of Undergraduate Studies since 2013, after serving on the Task Force on Curricular Reform that led to the creation of the school.

The panel, which will begin meeting next week, includes several prominent players from both sides of the ongoing debate over whether recent curricular reforms provide students with enough mathematical rigor while also fostering a deeper understanding of the subject.

Eberle has written numerous publications on professional development, life planning, and policy change, including co-authoring a white paper summary of the 2015 Future of Biomedical Graduate and Postdoctoral Training (FOBGAPT) symposium, which presented recommended steps for curricular reform and better practices to support postdocs and graduate students.

While identifying guiding themes for the discussions — National strategy development and implementation; Curricular reform and education at the national and local levels; Competence development of educators; Quality support and monitoring; Campaigning and outreach — the Congress objectives are twofold:

Alongside transparency - oriented testing based on rigorous standards for the curricular core, here are four drivers of tomorrow's reforms that are already nudging in promising directions and have the potential to push much harder:

Curriculum reform was also prioritised, with a core curricular developed with the goal of providing schools with greater autonomy and responsibility.

There are public school districts across the country that have engaged in innovative contracts between teachers and the central office, and there are multiple models of educational interventions, including at the curricular level, that show real promise and do not depend on wholesale structural reform.

The Court found that the «weight of the research» indicated that structural, curricular and accountability - based reforms, «much more than court - imposed funding mandates, lead to improved educational opportunities.»

Since the 1960s, efforts to reform education — including various curricular changes, reading approaches, teacher preparation, money for the disadvantaged, and different instructional approaches — have failed to bring about true systemic change because the reforms fail to deal with a different definition of learning.

In Common Core in the Districts: An Early Look at Early Implementers (2014), Education First researchers Katie Cristol and Brinton S. Ramsey, in collaboration with the Thomas B. Fordham Institute, profile four «early implementer» school districts to examine factors that are key to successful implementations of standards - based reform: communications, leadership, curricular materials, professional development, and assessment and accountability.

The recent standards reform movement offers much promise in reconciling the tension of ambitious instructional practice and pressing curricular demands.

And rigorous studies of large - scale curricular reforms are few and far between, so we don't have a huge body of research to pull from and one study should never be relied on too heavily.

From the introductory chapter through the conclusion, the reader is presented with research that supports meaningful student involvement in school decision - making and research, students» perceptions of detracking, gender, school support, and learning environments, students» experiences of identity - based curricular reform and school governance.

Perhaps no reform has illustrated this point as clearly as the wide range of mid20thcentury curricular changes known as the new math.

Assessing What Really Matters in Schools: Creating Hope for the Future, by Ronald J. Newell and Mark J. Van Ryzin, asserts that» «since the 1960s, efforts to reform education — including various curricular changes, reading approaches, teacher preparation, money for the disadvantaged, and different instructional approaches — have failed to bring about true systemic change because the reforms fail to deal with a different definition of learning.»»

Simply put, reform needs to be larger than simply curricular; it must address ideological, disciplinary, and social failings that contribute to the current difficulties of no excuses schools.

Maryland's curriculum underwent an extensive review in 1999 — 2000, and significant changes to the writing program came about in the resulting curricular reform of 2000.19 The new curriculum increased the number of credits devoted to required legal writing and research classes, particularly in the first semester.

Indeed, the pace of globalization among American law schools has become a flashpoint for institutional competition, with numerous institutions jockeying to lay claim to leadership in this arena.5 Not surprisingly, the case for globalization has spawned a variety of explicit proposals for curricular reform.6 These include proposals for both significantly expanding transnationally focused upper - level electives7 and incorporating transnational legal issues into the traditional domestic curriculum, 8 including first - year programs.9

Another extremely productive use of social science in legal educational reform is emerging from programs designed to help law schools assess their own progress.27 Indiana, for example, tracks both its innovative first - year curricular innovations and its novel forms of law student assessment.

Minow chaired the law school's curricular reform efforts of recent years and was recognized with the School's Sacks - Freund Award for Teaching Excellence in 2005.

These are optimistic views about the importance and the promise of constructive curricular reform.

Curricular reform is a key component of the ABA's Report on the Future of Legal Services, including recommendation 7.2:

Curricular reform is a key component of the ABA ’s

Similarly, the endless navel - gazing discussions about teaching pedagogy, exam writing and exam - taking advice, practical credentials for doctrinal faculty, curricular reform, law school rankings, and the very identity and purpose of a law school and its relationship to lawyering would benefit from some thought and understanding about the role of the LRW course.