551 Slices
Medium 9781475816013

Mega Planning: A Framework for Education

International Journal of Educational Ref Rowman & Littlefield Publishers ePub


Professor and Director

Center for Needs Assessment and Planning

The Florida State University

Tallahassee, FL 32306-2022

Strategic planning has attracted sincere attention among serious educators. In some form or another, most organizations attempt it. Unfortunately, most efforts have been longer on intentions than on useful results. One by-product of conventional strategic planning is that educational reform actions have been more directed toward superficial alterations rather than “deep change” (Kaufman and English, 1979).

This article defines a basic framework for educational strategic planning.1 This approach suggests a fundamental frame of reference for strategic planning–a Mega-planning focus—which better assures that both learners and society are well served. This process identifies ways to provide the rational data base for defining educational interventions, including responsive and responsible curriculum and learning experiences. If educational reform is to be effective, it best be based upon the primary client and beneficiary of reform being the society, not just educators and learners in school.

See All Chapters
Medium 9781475816013

The Development of School Supervision in China

International Journal of Educational Ref Rowman & Littlefield Publishers ePub


Administration and Policy Studies in Education

McGill University

3724 McTavish Street

Montreal, PQ, Canada H3A IY2

A new development under the educational structural reform in China is the re-emergence of a school supervision system. By the time it was re-established in 1986, supervision activities in China’s schools had been completely halted for two decades. However, today, there is a supervision office in every educational level, from the State Education Commission in Beijing to the provinces, cities, prefectures, and local counties, with supervisors working with local schools in an organized manner. This change is impressive indeed. In the summer of 1993, one of the authors went to China and there, she conducted interviews with school supervisors, visited supervision offices in city and county bureaus of education, and collected a whole series of journals published by a provincial office of school supervision in South China. The monthly journal published since 1986 covers a wide range of topics, dealing with issues on school supervision at the provincial as well as the national level. Based on these and other sources, this article provides an overview of a new educational phenomenon in China: school supervision.

See All Chapters
Medium 9781475816396

Predictors of Academic Achievement for Elementary Teacher Education Students in Turkey

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Sener Büyüköztürk

Studies examining the important predictors of academic achievement of elementary teacher education students help us understand the predictors of student achievement. These studies (House, 2000b; Ting & Bryant, 2001; Zheng, Saunders, Shelley, & Whalen, 2002) focus on the relationship between academic achievement and a number of cognitive as well as noncognitive variables. Cognitive variables include high school achievement, standard aptitude tests, and university admission examinations. Noncognitive variables, often called psychosocial variables, include psychological, cultural, and social characteristics (Ting, 1997).

Walsh and Betz (1995) claim that aptitude tests are important predictors of future academic achievement. Brody (1997) found a positive relationship between the results of aptitude tests and students’ future academic achievement. In Turkey, in order to enroll in undergraduate programs, students are required to take a centralized exam, the University Entrance Exam (UEE), which measures general academic aptitude and mental reasoning. The assumption here is that the UEE places students into programs where they can be successful (Aşkar, 1985; Kuzgun, 2000). Thornell and Mccoy (1985) argue that tests with the objective of selecting and placing students have to be important predictors of future academic achievement. There is a body of literature (Boyden, 1973; House, 1998, 2000a, 2000b; Özdoğan, 1988; Ting, 1997, 2000; Ting & Bryant, 2001; Tinto, 1993; Yıldırım, 1972; Zheng et al., 2002) that indicates measuring student academic ability before admition to a university using standardized test scores such as Scholastic Achievement Tests (SAT) and the American College Teaching (ACT) in United States and the UEE in Turkey are important predictors of student achievement. On the other hand, there are studies (Begik, 1997; Hall & Marchant, 2000) that found no significant correlation between standardized scores from the Student Selection Examination and academic achievement in college.

See All Chapters
Medium 9781475824711

The Significance of Teachers’ Involvement

Rowman & Littlefield Publishers ePub

School-Based Professional Development as an Organizational Learning Mechanism

The Significance of Teachers’ Involvement

Orit Avidov-Ungar

ABSTRACT: This study examines the relations between school-based professional development as part of a national reform and schools’ organizational learning. The sample includes 196 teachers. Teachers’ involvement throughout the workshop was found to be positively and significantly related to the level of organizational learning at school. This relationship was mediated by the quality of the workshop. From the interviews, it was found that teachers’ involvement was related to both their perception of the workshop’s relevance and their willingness to internalize lessons from the workshop. The study emphasizes the importance of teacher involvement not only as a means to improve workshop quality but also to promote organizational learning within schools.

KEYWORDS: organizational learning; professional development; educational reform; teachers’ involvement

See All Chapters
Medium 9781475816617

Ukrainian Teacher Candidates Develop Dispositions of Socially Meaningful Activity

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Tetyana Koshmanova

Tetyana Ravchyna

ABSTRACT: This study addresses how the method of peer mediation can be utilized by teacher educators in developing students’ attitudes to care for those who are in need, how to actively participate in socially meaningful activity without any expectation of reward, and how to contribute to the democratic development of a post-conflict country via active individual participation of teacher candidates. While developing teacher candidates’ dispositions of socially meaningful activity, researchers realized the premises of cultural–historical theory of activity by developing a supportive learning environment and changing the social role of the instructor who becomes a facilitator of teacher candidates learning.

Integrative processes that characterize European teacher education in the 21st century are influenced by globalization—specifically, the Bologna Process. This globalization is rapidly leading to deep changes in the essence of teacher education in Eastern Europe. Reforms can be effective, provided that society clearly envisions their goals. In the Ukraine, the process of moving toward democracy and envisioning its goals is difficult and controversial (Koshmanova, 2006a).

See All Chapters

See All Slices