Co-teaching is regularly paired with school improvements and educational reforms, yet research does not clearly separate the challenges of co-teaching for teacher professional development, course ...improvement and for wider reforms. We explored how co-teaching emerged and what barriers teachers experienced as meaningful for their co-teaching after a national core curriculum reform. Two cross-sectional data sets were collected. Three qualitatively different co-teaching profiles emerged: highly collaborative, collaborative, and imbalanced co-operative co-teaching. However, teachers’ experiences of the meaningful barriers varied. Finally, we propose a model of contextualised co-teaching that supports implementing and researching co-teaching as a part of second-order educational changes.
•Traditionally, co-teaching and team teaching have been used as tools to transform educational practices.•Successful transformations require committed teachers but also support from school-, regional- and national-level actors.•Highly functional co-teaching is characterised by shared regulation of teaching practices.•A contextualised model of co-teaching supports recognition of beneficial practices at all relevant levels.
This article focuses on how Italian higher education was organized and managed in the early years of fascism. The main reasons why the fascist government of Italy initiated a national educational ...reform in 1923 are considered. The objective problems in education that Italian society faced during this period are analyzed. Special attention is given to the ideological goals that Giovanni Gentile, the Minister of Education, pursued with this reform. The reform led to fundamental changes in the traditional educational system of the Kingdom of Italy. Some radical innovations were also spurred in its higher education, such as the division of universities into different types (depending on state funding), the enhancement of the role of the rector in university life, the valorization of humanities education over that in technical and natural sciences, etc. The Gentile reform was received with mixed feelings by Italian society, including part of the leadership of the fascist party. The contradictions inherent in the reform ideology affected its results. The attempt to improve the quality of university education by standardizing academic requirements and introducing a system of uniform state examinations, contrary to the idealistic goals declared by G. Gentile himself, was the first step toward greater interference by the fascist regime in university activities, reflecting the general trend to the establishment of full state control over society.
This paper explores the realities that Malagasy public institutions underwent after implementing the LMD system. This research draws on qualitative data, which purposely interviewed 16 participants. ...Findings revealed that many debates have arisen regarding the reform due to its lack of clarity. Opportunities and problems were seen in teaching and learning since the reform brought diplomas internationalization and infrastructure growth rather than teaching improvement. This study encourages a thorough reevaluation of the ongoing educational system to systematically answer the reform’s primary objectives: to advance quality pedagogical and learning productivities and upgrade research in academia through internet connectivity intensification. Meanwhile, create competition mechanisms for teachers as strategies to motivate and alert leaders to put research, regardless of discipline, in the right place. Since it has the power to abreast teachers with new content and information, notably to nurture teaching scientificity and ranking improvement of institutions.
Introduction Malone, Helen Janc
Educational research for policy and practice,
10/2018, Volume:
17, Issue:
3
Journal Article
This special issue focuses on the role of context in scaling up educational change. The featured articles explore interventions from across the globe examining the central question of what ...facilitates scaling up an intervention, whether adopted externally or homegrown. Each of the articles address a unique set of factors that play a role in scaling up innovations and the mutual influence between local context and new or external interventions. The four articles focus on large-scale interventions and draw attention to the role of context-inclusive of culture, values, beliefs, traditional practices, and educator voice. The issue leaves readers with illustrative case studies, guiding questions, and lessons learned that can inform both practitioners and policymakers.
La declaración de pandemia mundial de la COVID-19 sorprendió a México a la víspera de numerosos cambios de política pública, entre ellos una reforma educativa cuyas leyes reglamentarias (una nueva ...Ley General de Educación, La Ley General del Sistema para la Carrera de las Maestras y los Maestros y la Ley para la Mejora Continua de la Educación) se aprobaron hacia el último trimestre de 2019. En el presente texto se sistematizan las medidas de contingencia adoptadas en la esfera educativa. Al respecto, en primer lugar, se valora su adecuación a ciertas recomendaciones internacionales, pero también a las condiciones concretas del contexto nacional. En segundo lugar, se resumen las principales evidencias existentes a la fecha sobre los efectos de la pandemia sobre diversos procesos educativos. Sobre esta base, se pondera cuánto ha afectado la circunstancia pandémica al desarrollo de algunos de los principales cambios previstos con la reforma educativa.
Drawing on a set of studies conducted over 3 decades, this article provides a reflection on what has been learned by centering equity questions in research on educational reform. These studies reveal ...the need to explore educators’ belief systems, emotions, and agency in relation to reform. They also underscore the co-constructed nature of reform and the importance of attending to context and scale. Although prior research reveals the complex challenges educators, policymakers, and communities face in promoting educational change with social justice aims, it also provides lessons for a hopeful path forward. Pursuing an equity agenda in this pivotal moment requires deep thinking about how we conduct research on educational reform, prepare the next generation of scholars, and work across disciplinary and national boundaries.
Educational change efforts that prioritize equity for multilingual learners (MLs) require attention to several interconnected components of the education system. We build on prior literature and our ...collective research to clarify the concept of shared responsibility for ML students and to operationalize the concept at the school, district, and state levels. Drawing on institutional theory and a racialized organizations lens, we argue that shared responsibility is embedded in the mindsets, norms, and structures that shape education systems. We also attend to the complexities of fostering shared responsibility in practice, such as grappling with pervasive educator burnout and developing innovative strategies that span levels of the system. We conclude with directions for future research, including studies examining effective approaches for shifting the mindsets, norms, and routines comprising shared responsibility, and recommendations for researchers to play a more active role in shaping shared responsibility for ML students.
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