Is Indigeneity hidden in the shadow of Australian national school reforms?

2021 ◽  
Author(s):  
Prudence R. Brown ◽  
Sarah A. Warner
Keyword(s):  
School Reforms ◽  
National School

International Large-Scale Student Assessments and their Impact on National School Reforms

2019 ◽  
pp. 532-550
Author(s):  
Gustavo E. Fischman ◽  
Pasi Sahlberg ◽  
Iveta Silova ◽  
Amelia Marcetti Topper
Keyword(s):  
Large Scale ◽  
School Reforms ◽  
National School ◽  
Student Assessments

Three Innovations: Promises and Perils

2018 ◽  
Vol 19 (3) ◽  
pp. 73-90
Author(s):  
Sam Oh Neill
Keyword(s):  
Longitudinal Study ◽  
Learning Community ◽  
Professional Learning Community ◽  
School Board ◽  
Professional Learning ◽  
Social Emotional Learning ◽  
School Reforms ◽  
Social Emotional ◽  
Purpose Of Education ◽  
Differentiation Of Instruction

In 2003, I began a longitudinal study into the purpose of education. The process of my investigation included getting involved in new innovations as they were introduced to our school board. As I looked deeper into the purpose of schooling I discovered some startling things about how and why systems of education, through the apparatus of schooling, influence who and what, professionally, people become. I also discovered patterns related to the act of becoming that exist in school reforms. This study analyzes three reforms introduced between 2003 and 2017: Professional Learning Community, Differentiation of Instruction, and Social-Emotional Learning. 

Cultural and Educational Activities of Ukrainian District School Council of Pokuttia in the Period of the West Ukrainian People’s Republic (November 1918 – May 1919)

2018 ◽  
Vol 1 (47) ◽  
pp. 80-97
Author(s):  
Andrii Korolko
Keyword(s):  
School Council ◽  
School Councils ◽  
Ethnic Communities ◽  
The West ◽  
Educational Activities ◽  
National School ◽  
Educational Processes ◽  
The Reformation ◽  
Education School ◽  
Cultural Sphere

Cultural and educational activities of Ukrainian district school council of Pokuttiain the periodof the West Ukrainian People’s Republic is described in the article; the peculiarities of the legislative ensuring of the process of the national school development are studied; the relations of the Ukrainians with other ethnic communities in the national and cultural sphere are highlighted. In the research the author came to the conclusion confirming that residents of Pokuttia actively took part in the reformation of the national and cultural sphere following the norms of the official legislation of The West Ukrainian People’s Republic; the work of the district school councils was various – from the organization the teachers’ meetings, conferences to the convocations of preparatory courses for pupils, management of the teaching process in district schools; in spite of the declaring international peace, concord and partnership by the authority of The West Ukrainian People’s Republic there were cultural and educational processes in the form of the Ukrainian-Polish confrontation and intentions of the Ukrainian-Jewish dialogue in Pokuttia. Keywords: Pokuttia, education, school, State Secretariat of education and religion, districtschool council, teachers’ meeting, Ukrainian-Jewish relations, Ukrainian-Polish relations

Important Areas of Positive School Climate in the Context of Selected Models

2018 ◽  
Vol 8 (1) ◽  
pp. 25-41
Author(s):  
Lucie Blaštíková
Keyword(s):  
School Climate ◽  
Classroom Climate ◽  
Climate Models ◽  
Theoretical Study ◽  
Significant Part ◽  
Learning Climate ◽  
National School ◽  
Basic Concepts ◽  
Positive School Climate ◽  
Positive Climate

This theoretical study focuses on the school climate. In particular, it focuses on the phenomenon of the positive school climate and its specific areas. The aim of the paper is to describe important areas of the positive school climate based on the analysis of selected positive climate models (National School Climate Center, 2017; Rudasill et al., 2017; Thapa, Cohen, & Guffey et al., 2013; Grecmanová, 2008, etc.). The text describes basic concepts, such as classroom climate, learning climate, or teacher staff climate. Primarily, the school climate is defined and a brief description of the factors involved in its creation is provided. Subsequently, the text deals with the terminology concerning the positive climate, as there is a disunity in this area. A significant part of the contribution is devoted to specific models of positive school climate, where, based on various research surveys, areas are defined which are key for the positive climate. In the final part of the paper three important areas of the positive climate are described, which repeatedly appear in the selected models, so they can be considered important.

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